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1.
Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
2.
Visual processing of pictures and letters in alphabet books and the implications for letter learning
《Contemporary educational psychology》2014,39(2):156-163
Alphabet books as studied in this research typically highlight one letter per page combined with a depiction of a word that begins with the letter (e.g., a bear illustrates B). This study tests whether children’s letter knowledge improves as a result of alphabet book sharing and how the visual processing of pictures and letters affects learning from repeated alphabet book readings. The study is designed as a randomized control trial in which participants were assigned to one of two experimental groups (N = 30) or a control group (N = 15). Half of the experimental group received version A in which the letters A–L were illustrated with anthropomorphic figures and the letters M–Z with objects. Half received version B in which the letters A–L were illustrated with objects and the letters M–Z with anthropomorphic figures. Mean age of the children was 57.6 months (SD = 3.6). While sharing the alphabet book we registered children’s eye movements in the first and fourth (last) reading session. Alphabet book reading stimulated letter knowledge although the make-up of the alphabet book moderated the effects. Relatively more visual attention to pictures of anthropomorphic figures interfered with learning letters from alphabet book sharing. Visual attention to letters also predicted letter knowledge and learning. Only a small part of each letter attracted children’s attention and the briefer their fixations on this distinctive area, the more letters they knew at the pretest and were able to learn from alphabet book sharing. 相似文献
3.
Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary approach to other instructional strategies for teaching young children about letters. This study examines relations among preschool children's early writing competence, knowledge of letter names, sensitivity to initial sounds in words and understanding of print concepts in a sample of low-income children enrolled in Head Start. Data were collected from the beginning to the end of the school year, which offered the opportunity to examine concurrent development of these early literacy skills. Results revealed that children whose writing was more sophisticated knew the names of more letters, understood more about print concepts and were more sensitive to initial sounds of words. There was evidence of bidirectional influences of writing on growth in letter knowledge, and of letter knowledge on growth in writing competence. 相似文献
4.
There are several factors known to impact the alphabet knowledge of young children without disabilities. The impact of these factors on the alphabet knowledge of students with significant cognitive disabilities is unknown. The purpose of this preliminary investigation was to explore the impact of three factors that might influence uppercase alphabet knowledge among students with significant cognitive disabilities: own name, letter order in the alphabet string, and letter frequency. Archival data documenting identification of each of the 26 uppercase letters of the alphabet for 131 8- to 21-year-old students were analyzed using a multilevel logistic regression model. While the use of extant data has limitations, results indicated that own-name advantage gave students a 10% greater likelihood of knowing the first letter of their own first name/nickname than any other alphabet letter. Letter-order analysis showed there were differences between letters found earlier in the alphabet string versus those that were found later in the alphabet string; however, the results were not statistically significant. Letter-frequency analysis did not reveal a significant impact of frequency on letter name knowledge in this sample. The findings provide preliminary evidence that at least some of the factors that influence alphabet knowledge in young children without disabilities also impact students with significant cognitive disabilities and point to the need for more research in this area. 相似文献
5.
Mary Ann Evans Michelle Bell Deborah Shaw Shelley Moretti Jodi Page 《Reading and writing》2006,19(9):959-989
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph 相似文献
6.
Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. 相似文献
7.
We report two training studies designed to investigate the relation between phonological awareness, sound‐to‐letter mapping knowledge, and printed word learning in novice five‐year‐old readers. Effects of visual memory and of teaching methods are also explored. In our first study, novice five‐year‐old readers able to segment initial phonemes and with good knowledge of mappings between sounds and letters learned words more easily from repeated exposure to texts. Results suggested that visual memory influenced word learning in non‐segmenting but not in segmenting children. Spelling regularity did not affect ease of learning. Nouns were easier to learn than function words. In the second study, although phonological awareness and sound‐to‐letter mapping knowledge still exerted a significant influence, all novice five‐year‐olds were able to learn words more easily if these were taught out‐of‐context singly on flashcards. Results support the view that mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological segments detected in the spoken word to letters in the printed word. 相似文献
8.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. 相似文献
9.
In this study, we used Rasch model analyses to examine (1) the unidimensionality of the alphabet knowledge construct and (2) the relative difficulty of different alphabet knowledge tasks (uppercase letter recognition, names, and sounds, and lowercase letter names) within a sample of preschoolers (n = 335). Rasch analysis showed that the four components of alphabet knowledge did work together as a unidimensional construct, indicating all alphabet tasks administered were measuring the same underlying skill. With regard to difficulty of tasks, letter recognition was easier than letter naming, which in turn was easier than letter sounds, and uppercase letter names were easier than lowercase letter names. Most notably, most of the alphabet tasks overlapped, and the Rasch models for the single tasks were no more reliable than the combined measure. This suggests that these alphabetic tasks do not measure distinct skills but are instead indicators of a single ability. Consequently, we support the conceptualization of alphabet knowledge as a unitary construct, and suggest that those assessing and teaching alphabet knowledge in preschool use tests and methods that combine the various alphabetic tasks rather than separating them. These combined assessments will be more likely to capture the range of abilities within a preschool sample and avoid the floor and ceiling effects that have so often complicated early literacy research. 相似文献
10.
Learning about letters, and how they differ from pictures, is one important aspect of a young child??s print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent?Cchild conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about letters, differentiating them from pictures, by 1?C2?years of age and that some of these conversational patterns change across the preschool years in ways that emphasize important features of letters, such as their shape. We also found that children talk about letters and pictures in distinct ways, suggesting an implicit understanding of some of the differences between letters and pictures at an early age. Some differences in parent?Cchild conversations about letters were found as a function of socioeconomic status: Lower SES families appeared to focus more on alphabetic order than higher SES families. The general letter knowledge expressed in these conversations suggests that everyday interactions are an important component of the home literacy environment and that they differ, in some respects, as a function of child age and family background. 相似文献
11.
《Scientific Studies of Reading》2013,17(4):335-355
This study investigated the knowledge and strategies that nonliterate adults use to identify print. Participants were 20 low-socioeconomic status Brazilian adults ranging in age from 20 to 74 years. Participants' ability to identify common environmental signs displaying varying degrees of contextual information was investigated along with their ability to learn to read simplified spellings of words written to contain two types of cues, either phonetic cues linking letters to sounds or visual cues enhancing the distinctiveness of each spelling's appearance. Their ability to invent phonetic spellings was also tested. The results showed a clear dissociation between the tasks. Participants learned to read the phonetic spellings more easily than the visual spellings, indicating that they were capable of using alphabetic cues to read words. They also used their letter knowledge to spell some of the sounds in words. However, they did not use letter knowledge to read or remember words in environmental signs. They read the signs only when presented in their full context, not when printed in isolation, and they failed to notice altered letters in the signs. These results argue strongly against the hypothesis that environmental print reading provides an important foundation for learning about the alphabetic system. More likely, reading signs and labels alphabetically emerges as a result of learning to read. 相似文献
12.
Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds (B is for bear). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, we gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. We found that all groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness. 相似文献
13.
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over 5 weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n?=?33) or 15 (Fast rate, n?=?32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d?=?0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n?=?30) or mixed-size GPCs (Mixed, n?=?31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d?=?0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children’s initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge.
相似文献14.
This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word. 相似文献
15.
The present study investigates Ehri's (Ehri & Wilce 1985; Scott & Ehri 1990) hypothesis that knowledge of the alphabet enables children to learn to read by processing and storing letter-sound relations in words. In particular, it examines whether letter-name knowledge facilitates the learning of spellings in which the names of one or more letters can be heard in the pronunciation of the words. Preschool children who could not read any word out of context were divided into two groups on the basis of their ability to name the letters of the alphabet: one group knew the names of the letters while the other did not. Both groups were taught to read two types of simplified spellings: visual spellings, that is, spellings whose letters did not correspond to sounds in the pronunciations of the words but which were visually more salient (e.g., XQKO for the word cerveja), and phonetic spellings, that is, spellings whose letters corresponded to sounds in the pronunciation of the words (e.g., CRVA for the word cerveja). In all phonetic spellings, the name of at least one letter could be clearly heard in the pronunciation of the words. Results corroborated Ehri's hypothesis. The children who did not know the names of the letters learned to read the visual spellings more easily than the phonetic ones. On the other hand, the children who knew the names of the letters showed the opposite pattern, that is, they learned the phonetic spellings more easily than the visual ones. 相似文献
16.
《Early childhood research quarterly》2006,21(3):374-389
This study tested four complementary hypotheses to characterize intrinsic and extrinsic influences on the order with which preschool children learn the names of individual alphabet letters. The hypotheses included: (a) own-name advantage, which states that children learn those letters earlier which occur in their own names, (b) the letter-order hypothesis, which states that letters occurring earlier in the alphabet string are learned before letters occurring later in the alphabet string, (c) the letter-name pronunciation effect, which states that children learn earlier those alphabet letters for which the name of the letter is in the letter's pronunciation, and (d) the consonant-order hypothesis, which states that children learn earlier those letters for which corresponding consonantal phonemes are learned early in phonological development. Participants were 339 four-year-old children attending public preschool classrooms serving primarily low-income children. Children's knowledge of each of the 26 alphabet letters was assessed, and these data were tested for the four hypotheses using a linear logistic test model (LLTM). Results from the LLTM confirmed all four hypotheses to show that the order of letter learning is not random, in that some letters hold an advantage over other letters to influence their order of learning. Implications for educational policy and practice are discussed. 相似文献
17.
Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination 总被引：1，自引：0，他引：1
DORIT ARAM 《Reading and writing》2006,19(5):489-515
The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3–4 and 4–5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on name writing, letter knowledge and phonological awareness. Further, the alphabetic skills program outperformed the other groups on word writing, letter knowledge and initial letter retrieval, whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixed – enhancing more initial letter retrieval and book vocabulary than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on receptive vocabulary – the younger surpassing the older in all programs. 相似文献
18.
Henry G. Timko 《Journal of Experimental Education》2013,81(2):68-69
Forty first-grade children responded to a delayed recognition matching-to-sample task involving 3–letter nonsense words. A 2X2X3 counterbalanced design involving sex, word shape (same and different), and shared letters (first, last, and none) was employed. Response words with the first letter or the last letter identical to that in the sample were chosen more often (p < . 01) than responses with no elements identical to those in the sample. Words with the same first letters were confused more often (p < . 05) than words which shared terminal letters. There was no significant main effect for shape, nor were there differences due to shape at any of the identical letter dimension levels. 相似文献
19.
The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading. 相似文献
20.
Anne K. van Bysterveldt Gail T. Gillon Catherine Moran 《International Journal of Disability, Development & Education》2006,53(3):301-329
This study investigated the effectiveness of a phonological awareness intervention for 4‐year‐old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound knowledge, and print concepts pre‐intervention and post‐intervention, was compared with that of a randomly selected group of age‐matched peers with typical development. The intervention involved print referencing techniques whereby the children’s parents were instructed to bring the children’s attention to targeted letters and sounds within words and to draw their attention to the initial phonemes in words during daily shared book reading activities. The intervention was presented for a 6‐week period. The results indicated a significant treatment effect on phonological awareness and letter knowledge for the children with Down syndrome. Additionally, above‐chance performance on the initial phoneme identity task was contingent on letter knowledge of the particular phoneme. Individual profiles of the children with Down syndrome pre‐intervention and post‐intervention are presented, and implications for the management of preschool children approaching the age of integration into mainstream primary schools are discussed. 相似文献