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Fostering Alphabet Knowledge Development

Title: Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches.
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Name(s): Piasta, Shayne B, author
Purpura, David J, author
Wagner, Richard K, author
Type of Resource: text
Genre: Text
Date Issued: 2010-07-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
Identifier: FSU_pmch_20563245 (IID), 10.1007/s11145-009-9174-x (DOI), PMC2885812 (PMCID), 20563245 (RID), 20563245 (EID)
Grant Number: P50 HD052120, P50 HD052120-03
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2885812.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_20563245
Owner Institution: FSU
Is Part Of: Reading and writing.
0922-4777
Issue: iss. 6, vol. 23

Choose the citation style.
Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches. Reading And Writing. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_20563245