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1.
Margarida Alves Martins Cristina Silva 《European Journal of Psychology of Education - EJPE》2001,16(4):605-617
Following several studies on the relationship between phonological awareness, children’s knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children’s knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp. G. 1) or the middle sound (Exp. G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp. G. 1 gave better results than Exp. G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically. 相似文献
2.
Anthony JL Williams JM McDonald R Corbitt-Shindler D Carlson CD Francis DJ 《Annals of dyslexia》2006,56(2):239-270
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play
important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological
processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor
analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other.
Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter
sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally,
general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the
importance of PPAs in the early literacy development of native Spanish speaking preschool children. 相似文献
3.
The purpose of this study was to examine longitudinally the development of letter-sound and letter-name knowledge and their
relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did
not know how to read. One hundred twenty children aged 58–69 months were assessed on letter-sound and letter-name knowledge,
as well as on phonological awareness skills at the beginning, the middle and the end of kindergarten. The findings indicated
that: (a) kindergarten children knew more letter-sounds than letter-names in almost every case across the assessment points;
(b) letter-sound knowledge predicted letter-name knowledge slightly better than vice versa; (c) phonological awareness was
associated directly with later letter-sound and letter-name knowledge, and (d) the bidirectional hypothesis between phonological
awareness and letters knowledge was not confirmed. 相似文献
4.
《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
5.
6.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
7.
Brenda A. Wawire 《Scientific Studies of Reading》2018,22(6):443-461
Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge in Kiswahili. The comparison group received business-as-usual classroom instruction. Children in the treatment condition showed greater improvement in phonological awareness and letter-sound knowledge in Kiswahili and English (positive transfer; effect sizes from .37 to .95), whereas a negative effect was found in letter-name knowledge (interference; effect size, g = .27). No effects were found in reading, nor did the results vary by moderators (e.g., Kiswahili vocabulary). Path analyses revealed divergent patterns of results for different outcomes. Results provide causal evidence for cross-language transfer of phonological awareness and letter knowledge and offer important theoretical and practical implications. 相似文献
8.
Letter sound knowledge, which, together with phonological awareness, is highly predictive of pre‐school children's reading acquisition, derives from children's knowledge of their associated letter names and the phonological patterns of those names. In this study of 66 monolingual pre‐school children we examined whether phonological patterns between letter names and their associated sounds might be differentially associated with aspects of phonological awareness. Results suggest that rudimentary levels of phonological awareness may facilitate the learning of letter sound associations. However, more explicit phonological awareness appears to be linked bi‐directionally with letter sound knowledge with diverse name‐sound associations, with letter sound associations that do not follow regular patterns (e.g. ‘juh’ for ‘j’ and ‘huh’ for ‘h’) most closely associated with performance in more complex phoneme awareness tasks. 相似文献
9.
Letter-sound knowledge is necessary for children to begin reading and writing, and kindergarteners who know only a few letter sounds are at risk for later reading difficulties. This study examines the letter-sound knowledge of 1197 first-time kindergarteners who were economically disadvantaged, in light of six hypotheses about letter-sound knowledge acquisition: (1) the letter-name structure effect hypothesis, (2) the letter-sound ambiguity hypothesis, (3) the letter-name knowledge hypothesis, (4) the own-name advantage hypothesis, and 5) the phonological awareness facilitation hypothesis, as well as the (6) interactions between phonological awareness and letter-name structure. Results using three-level multilevel modeling indicate that letter sounds have varying levels of difficulty and several letter- and child-related factors are associated with naming a letter sound correctly. Implications for instruction are discussed. 相似文献
10.
The knowledge of letter names measured just before children enter school has been known for a long time as one of the best longitudinal predictors of learning to read in an alphabetic writing system. After a period during which the comprehensive investigation of this relationship was largely disregarded, there is now a growing interest in attempts to understand the role(s) letter names play in literacy acquisition. This paper reviews these recent studies and emphasizes their main findings regarding the influence of letter-name knowledge in early and formal literacy for three main components of literacy acquisition: first, the emergence of the phonological processing of print; then, the learning of letter-sound correspondences; finally, the development of phonemic sensitivity skills. The final section discusses the status of letter-name knowledge (LNK) in literacy acquisition and suggests possible directions for further research. 相似文献
11.
Young-Suk Kim 《Reading and writing》2009,22(8):907-931
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the
relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results
revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills
(i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological
awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had
larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting cat into ca-t), and phoneme awareness had higher levels of letter-name knowledge. In particular, children’s syllable awareness and body
awareness were positively associated with their letter-name knowledge, even after controlling for children’s phoneme awareness.
These results suggest that Korean children’s awareness of larger phonological units (i.e., syllable and body) in addition
to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast
with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name
knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy
acquisition. 相似文献
12.
Learning the sounds of letters is an important part of learning a writing system. Most previous studies of this process have
examined English, focusing on variations in the phonetic iconicity of letter names as a reason why some letter sounds (such
as that of b, where the sound is at the beginning of the letter’s name) are easier to learn than others (such as that of w, where the sound is not in the name). The present study examined Hebrew, where variations in the phonetic iconicity of letter
names are minimal. In a study of 391 Israeli children with a mean age of 5 years, 10 months, we used multilevel models to
examine the factors that are associated with knowledge of letter sounds. One set of factors involved letter names: Children
sometimes attributed to a letter a consonant–vowel sound consisting of the first phonemes of the letter’s name. A second set
of factors involved contrast: Children had difficulty when there was relatively little contrast in shape between one letter
and others. Frequency was also important, encompassing both child-specific effects, such as a benefit for the first letter
of a child’s forename, and effects that held true across children, such as a benefit for the first letters of the alphabet.
These factors reflect general properties of human learning. 相似文献
13.
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
14.
Clare Wood 《教育心理学》2004,24(1):3-11
It has been suggested that children need exposure to alphabetic tuition before they can develop phonological awareness, especially phonemic awareness. This paper re-examines an existing data set to see whether two groups of pre-school, pre-literate children who differ in their knowledge of letter names (used here as a measure of alphabetic tuition) will also differ in their levels of phonological awareness. Their later performance on measures of school age reading and spelling attainment is also compared. The results show that the two groups of children did not differ significantly in either their phonological awareness or their literacy attainment. 相似文献
15.
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
16.
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in bag, more accurately than long vowels, as in gate. The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as gat for words with long vowels such as gate were more common among US children, reflecting these children’s use of vowels’ names as a guide to spelling. The English children’s performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children’s patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. 相似文献
17.
In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle). 相似文献
18.
19.
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
20.
George Manolitsis George Georgiou Kathy Stephenson Rauno Parrila 《Learning and Instruction》2009,19(6):466-480
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children responded to a questionnaire on home literacy activities and the teachers reported on children's task-focused behaviour. In Grades 1 and 2 the children's word decoding and reading fluency were assessed. Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages. Task-focused behaviour and letter knowledge in kindergarten predicted significantly nonword decoding in Grade 1, but their effect was stronger in English than in Greek. This pattern was not replicated for reading fluency in Grade 2. 相似文献