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Gehsmann, Kristin M.; Mesmer, Heidi Anne – Reading Teacher, 2023
This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.
Descriptors: Emergent Literacy, Beginning Reading, Early Reading, Phonological Awareness
Katarzyna Patro; Antonia Gross; Claudia Friedrich – Reading and Writing: An Interdisciplinary Journal, 2025
Preschool children often confuse letters with their mirror images when they try to read and write. Mirror confusion seems to occur more often in line with the direction of script (e.g., left-to-right for the Latin alphabetic script), suggesting that the processing of letter orientation and text directionality may be interrelated in preliterate…
Descriptors: Preschool Children, Initial Teaching Alphabet, Beginning Reading, Reading Instruction
Kaye, Elizabeth L.; Lose, Mary K. – Reading Teacher, 2019
Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring,…
Descriptors: Reading Instruction, Alphabets, Beginning Reading, Emergent Literacy
Yamagata, Kyoko – Cognitive Development, 2007
This study investigated the process by which the representational activity and knowledge about drawing and letter and number writing emerge in children 21-46 months old. The results revealed that representational activities developed with age through several phases. Beginning at age 2, children produced different marks for different systems, but…
Descriptors: Toddlers, Childrens Writing, Beginning Writing, Emergent Literacy
Neuman, Susan B. – Early Childhood Today, 2006
One of the most important skills for children to develop in the kindergarten year is the recognition that letters and sounds are related. It is often called "the alphabetic principle"--the notion that speech sounds can be connected to letters in a predictable way. To grasp the alphabetic principle, children need to understand that: (1) letters…
Descriptors: Phonemes, Emergent Literacy, Phoneme Grapheme Correspondence, Class Activities
Albert, Elaine – 1994
Phonics teaches learners how to match the letters of the alphabet to the speech sounds they already know. At age five, children who are ready to learn to read have a vocabulary of some 5,000 words and understand far more than that when they hear them. The problem is that there are 44 sounds in English and only 26 letters in the alphabet. Phonics…
Descriptors: Decoding (Reading), Emergent Literacy, English, Initial Teaching Alphabet
Itzkoff, Seymour W. – 1996
This nontechnical guide for parents and teachers examines learning to read from infants' babbling to the fluent reading of children reading independently for pleasure. Chapter 1, "Baby Speaks," describes language development in infancy. Chapter 2, "Our Alphabet: Language by Ear and by Eye," presents the alphabetic system and…
Descriptors: Alphabets, Dyslexia, Early Reading, Emergent Literacy