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Direct linkHayashi, Yusuke; Schmidt, Anna C.; Saunders, Kathryn J. – Journal of Applied Behavior Analysis, 2013
Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.
Descriptors: Young Children, Reading Readiness, Reading Instruction, Beginning Reading
Cassano, Christina M., Ed.; Dougherty, Susan M., Ed. – Guilford Press, 2018
This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies,…
Descriptors: Emergent Literacy, Preschool Education, Early Childhood Education, Kindergarten
Download full textWylie, Richard E. – 1969
Three hundred children from two metropolitan areas were studied for 1 year to determine (1) the relationship between letter-name knowledge and reading success, (2) the relationship between letter-name learning and phonic learning, and (3) the ease and efficiency of vowel identification. The study concluded that the sooner a child learns the letter…
Descriptors: Alphabets, Beginning Reading, Phonemes, Phonics
Ollila, Lloyd; And Others – Elementary English, 1974
A Russian method of teaching beginning reading using auditory discrimination of phonemes training was shown to be superior to two American methods. (JH)
Descriptors: Auditory Discrimination, Beginning Reading, Graphemes, Phonemes
Johnson, Ronald J. – 1970
The purpose of this investigation was to determine the effect on first-grade reading achievement of completing a program designed to teach the names of the letters of the alphabet before beginning formal reading instruction. Information was sought on the differential effect of this program on either boys or girls of different levels of…
Descriptors: Alphabets, Beginning Reading, Grade 1, Program Effectiveness
Peer reviewedHartlage, Lawrence C.; And Others – Perceptual and Motor Skills, 1972
Descriptors: Academic Achievement, Alphabets, Beginning Reading, Grade 1
Peer reviewedSamuels, S. Jay – Reading Teacher, 1971
Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)
Descriptors: Alphabets, Auditory Discrimination, Beginning Reading, Behavioral Objectives
Peer reviewedStolee, Peter B. – Reading Improvement, 1971
Descriptors: Beginning Reading, Initial Teaching Alphabet, Phonics, Reading Comprehension
Peer reviewedMcBride-Chang, Catherine – Merrill-Palmer Quarterly, 1999
This study investigated the development of alphabet knowledge among 91 nonreading children followed from the beginning of kindergarten through the middle of first grade. Findings suggested that alphabet knowledge consists of both letter-name and letter-sound knowledge, which have different developmental patterns and which have unique importance…
Descriptors: Beginning Reading, Grade 1, Graphemes, Kindergarten
Peer reviewedDurrell, Donald D. – Reading Research Quarterly, 1980
Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)
Descriptors: Beginning Reading, Elementary Education, Letters (Alphabet), Phoneme Grapheme Correspondence
Peer reviewedFry, Edward – Reading Teacher, 1969
Descriptors: Basic Reading, Beginning Reading, Diacritical Marking, Elementary Education
Peer reviewedChisholm, Diane; Knafle, June – Reading Improvement, 1978
Supports the view that letter-name knowledge aids the child in learning to read. (RL)
Descriptors: Beginning Reading, Grade 1, Graphemes, Letters (Alphabet)
Peer reviewedSmythe, P. C.; And Others – Journal of Reading Behavior, 1971
Descriptors: Basic Skills, Beginning Reading, Letters (Alphabet), Reading Development
Peer reviewedJenkins, Joseph R.; And Others – American Educational Research Journal, 1972
Descriptors: Beginning Reading, Comparative Analysis, Graphemes, Letters (Alphabet)
Peer reviewedMason, Jana M. – Reading Research Quarterly, 1980
The development of four-year-old children's knowledge of letters and printed words was studied to determine if preschool children begin reading, and if so, how. A natural hierarchy of knowledge was noted. (MKM)
Descriptors: Beginning Reading, Decoding (Reading), Early Reading, Letters (Alphabet)
