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Treiman, Rebecca; Richmond-Welty, E. Daylene; Tincoff, Ruth – Applied Psycholinguistics, 1997
Argues that an important type of child knowledge about letters is knowledge of the phonological structure of the letters' names in English. Concludes that learning the alphabet forms the basis for generalizations about the structure of letter names. (22 references) (Author/CK)
Descriptors: Child Language, English, Error Analysis (Language), Letters (Alphabet)
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Wagner, Richard K.; And Others – Developmental Psychology, 1997
Children's phonological processing abilities, reading skills, and vocabulary were assessed annually from kindergarten through grade four. Found that individual differences in phonological awareness were related to subsequent differences in word-level reading, and that individual differences in letter-name knowledge were related to subsequent…
Descriptors: Elementary Education, Elementary School Students, Individual Differences, Language Processing
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Ross, Mark; Randolph, Kenneth – Volta Review, 1990
Seventy-three children (ages 4-18) with hearing impairments were administered the Auditory Perception of Alphabet Letters test. Results indicated excellent reliability, and high intercorrelations with both open-set and closed-set auditory tests. The study concludes that spoken names of alphabet letters can be employed as an effective auditory…
Descriptors: Auditory Perception, Auditory Tests, Deafness, Evaluation Methods
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Treiman, Rebecca – Developmental Psychology, 1994
The results of four experiments refute the idea that children rely heavily on their knowledge of letter names when they begin trying to spell words. Although kindergartners and first graders sometimes spelled the nonword /var/ as "vr," they were less likely to spell the nonword /ves/ as "vs" or the nonword /tib/ as…
Descriptors: Developmental Stages, Early Childhood Education, Graphemes, Invented Spelling
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Carver, Ronald P. – Remedial and Special Education (RASE), 1991
This study, involving 47 students in grades 2-10, investigated letter-naming speed to determine whether it measures cognitive speed, a theoretical factor that purportedly influences reading rate. It was determined that cognitive speed and cognitive power are two independent factors and that letter-naming speed can be used to measure cognitive…
Descriptors: Cognitive Processes, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
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Butler, Beth A. – Childhood Education, 1993
Describes activities that use a literature- and activity-based approach to teach phonetic skills effectively without using phonics workbooks and worksheets. Activities relate to special letter days during which new letters are featured, games, literature and poetry, music and nursery rhymes, art, writing, and math. (SM)
Descriptors: Beginning Reading, Class Activities, Elementary School Students, Language Acquisition
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DeFrancis, John – Journal of the Chinese Language Teachers Association, 1990
Reviews the history and development of the Pinyin grapheme system for the transcription of Chinese, and contrasts Pinyin graphemes with those of several other systems for Chinese. It is argued that Pinyin should be accepted as the standard system for Chinese transcription. (JL)
Descriptors: Alphabets, Chinese, Language Planning, Language Standardization
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Stachoviak, Sue – Teaching and Change, 1996
A kindergarten teacher tested her theory that her students could progress beyond learning a letter a week by creating a project to introduce students to letter names and sounds. By using interactive writing and key words, she encouraged students to write. In the process, they learned alphabet letters and sounds. (Author/SM)
Descriptors: Action Research, Group Activities, Kindergarten, Kindergarten Children
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Saunders, Kathryn J.; Johnston, Mark D.; Brady, Nancy C. – Journal of Applied Behavior Analysis, 2000
Using an identify matching-to-sample procedure, three typical prereaders who matched individual letters with high accuracy did not show high accuracy in matching three-letter printed words that differed only in the first letter. Teachers cautioned against assuming the children who can discriminate between individual letters can also discriminate…
Descriptors: Beginning Reading, Decoding (Reading), Letters (Alphabet), Literacy
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Wasik, Barbara A. – Young Children, 2001
Clarifies issues surrounding teaching of the alphabet to preschoolers. Considers the meaning of "teaching" and examines links between letter knowledge, phonemic awareness, and learning to read. Presents suggestions for teaching the alphabet within developmentally appropriate practice guidelines, including beginning with the familiar, creating a…
Descriptors: Developmentally Appropriate Practices, Educational Practices, Emergent Literacy, Letters (Alphabet)
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Lee, David L.; Belfiore, Phillip J.; Scheeler, Mary Catherine; Hua, Youjia; Smith, Rachel – Psychology in the Schools, 2004
The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of…
Descriptors: Reinforcement, Persistence, Developmental Disabilities, Behavior Modification
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Gainer, Ruth Straus – SchoolArts: The Art Education Magazine for Teachers, 2005
In this article, the author discusses the combined artistry of third, fourth, and fifth graders as they illuminate a formerly dark corner of their school's entry plaza with a sparkling mosaic mural. The students worked in small groups to form the letters of the alphabet on 12" x 15" (30.5 x 38 cm) panels of cement board decorated with flat-backed…
Descriptors: Art Products, Mathematical Concepts, Alphabets, Art Education
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Havelka, Jelena; Rastle, Kathleen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The Serbian writing system was used to investigate whether a serial procedure is implicated in print-to-sound translation and whether components of the reading aloud system can be strategically controlled. In mixed- and pure-alphabet lists, participants read aloud phonologically bivalent words comprising bivalent letters in initial or final…
Descriptors: Written Language, Phonology, Phoneme Grapheme Correspondence, Serbocroatian
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Ellis, Nick C.; Natsume, Miwa; Stavropoulou, Katerina; Hoxhallari, Lorenc; Van Daal, Victor H.P.; Polyzoe, Nicoletta; Tsipa, Maria-Louisa; Petalas, Michalis – Reading Research Quarterly, 2004
This study investigated the effects of orthographic depth on reading acquisition in alphabetic, syllabic, and logographic scripts. Children between 6 and 15 years old read aloud in transparent syllabic Japanese hiragana, alphabets of increasing orthographic depth (Albanian, Greek, English), and orthographically opaque Japanese kanji ideograms,…
Descriptors: Indo European Languages, Word Frequency, Written Language, Alphabets
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Loureiro, Clara de Santos; Willadino Braga, Lucia; Souza, Ligia do Nascimento; Filho, Gilberto Nunes; Queiroz, Elizabeth; Dellatolas, Georges – Brain and Language, 2004
Phonological and metaphonological skills are explored in 97 Brazilian illiterate and semiliterate adults. A simple letter- and word-reading task was used to define the degree of illiteracy. Phonemic awareness was strongly dependent on the level of letter and word reading ability. Phonological memory was very low in illiterates and unrelated to…
Descriptors: Rhyme, Memory, Reading Skills, Illiteracy
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