The purpose of this present study is to explore the effect of an instructional approach that utilizes Information and Communication Technology (ICTs) and is based on Van Hiele’s levels of geometric thought and Hoffer’s skills that describe them, for the instruction of the English Alphabet. The sample of the present research consisted of Greek students attending the second grade of primary school. The sample was divided into two groups, a control and an experimental one. The former was taught according to the curriculum provided by the Greek Ministry of Education and Religious Affairs. The experimental group was taught through an intervention based on the principles of Blended Learning. The intervention was based on the first level of Van Hiele’s theory and more specifically Hoffer’s skills describing this specific level. Every student was assessed regarding their non-verbal intelligence prior to the intervention. Similarly, an adjusted assessment was used prior and after the intervention to assess their ability to recognize the target-letters. The results of the study showed the intervention’s statistically significant effect on students’ learning regin arding English alphabet letters that varied in regards to students’ skills, which can be attributed to various factors.

本研究的目的是探索利用信息和通信技术 (ICT) 并基于 Van Hiele 的几何思维水平和描述它们的 Hoffer 技能的教学方法对英语字母表教学的影响。本研究的样本包括就读小学二年级的希腊学生。样品分为两组，对照组和实验组。前者根据希腊教育和宗教事务部提供的课程进行授课。实验组通过基于混合学习原则的干预进行教学。干预是基于 Van Hiele 理论的第一层次，更具体地说是 Hoffer 描述这个特定层次的技能。在干预之前，对每个学生的非语言智力进行了评估。同样，在干预前后使用调整后的评估来评估他们识别目标字母的能力。研究结果表明，干预对学生学习的统计显着影响，因为英语字母因学生技能而异，这可归因于各种因素。