It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may…

Ten randomly picked children of prekindergarten age participated in a study that focused on whether feature analysis can be used as an aid in the recognition of the alphabet. The five children in the control group were introduced to the letters as a whole, while the five children in the experimental group were introduced to the whole letters but…

Compared two teaching strategies, delayed-prompting and fading, for teaching the most easily confused letters and numbers to preschoolers (N=39). The results indicated that children who received discrimination training using delayed prompting made fewer errors on the posttests for the letters and numbers mastered than did children taught via…

Preschool children's association of the correct name with a clearly identified graphic form during an alphabet naming process is examined in this study. Subjects were 139 children (ages 2, 3, 4, and 5 years) who were asked individually to identify 52 cards, each with a single upper or lower case letter printed on it. Analysis of data was based on…

Reports that praise and extrinsic reinforcers, such as candy, increased the rate of letter recognition in preschool children and that the increase was partially maintained when the reinforcement was removed. (FL)

In the first experiment, the development of the ability to copy alphabet letters by black males aged 3-9 (middle and low S.E.S.) was studied, using a newly-developed scoring system. In the second experiment, kindergarteners learned to associate letter names with six lower-case printed letters by the anticipation method. The addition of an…