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We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were...
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...
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...
Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of...
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the...
The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading...
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313...
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