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Direct linkJones, Cindy D.; Reutzel, D. Ray – Reading Psychology, 2012
This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students'…
Descriptors: Kindergarten, Discovery Learning, Reading Research, Longitudinal Studies
Peer reviewedLanger, Philip; And Others – Reading Psychology, 1982
Contrasts the Initial Teaching Alphabet (ITA) with traditional orthography in classes for slow readers at the junior high school level. Reports that students using the ITA demonstrated statistically superior reading gains. (HOD)
Descriptors: Comparative Analysis, Initial Teaching Alphabet, Junior High Schools, Letters (Alphabet)
Peer reviewedBlanchard, Jay; Logan, John – Reading Psychology, 1988
Tests the statement in "Becoming a Nation of Readers" that kindergartners can name an average of 14 letters. Finds that a more realistic distribution is bi-modal in that most kindergartners know 8 or fewer letters, and only a few can name more than 20 letters. (RS)
Descriptors: Early Reading, Family Environment, Kindergarten Children, Letters (Alphabet)
