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Developing Early Literacy Skills

Title: Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
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Name(s): Piasta, Shayne B, author
Wagner, Richard K, author
Type of Resource: text
Genre: Text
Date Issued: 2010-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed.
Identifier: FSU_pmch_20671801 (IID), 10.1598/RRQ.45.1.2 (DOI), PMC2910925 (PMCID), 20671801 (RID), 20671801 (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/PMC2910925.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_20671801
Host Institution: FSU
Is Part Of: Reading research quarterly.
0034-0553
Issue: iss. 1, vol. 45

Choose the citation style.
Piasta, S. B., & Wagner, R. K. (2010). Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Reading Research Quarterly. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_20671801