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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ662398
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Effects of Alphabet-Letter Instruction on Young Children's Word Recognition.
Roberts, Theresa A.
Journal of Educational Psychology, v95 n1 p41-51 Mar 2003
Examines the influence of letter-name instruction in beginning word recognition. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition. (Contains 53 references and 4 tables.) (GCP)
Descriptors: Instructional Effectiveness, Letters (Alphabet), Phonetics, Preschool Children, Reading Comprehension, Teaching Methods, Word Recognition
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A