ERIC Number: ED353571
Record Type: Non-Journal
Publication Date: 1992-Dec
Reference Count: N/A
Kindergarten Children's Developing Understanding of the Alphabetic Principle.
Griffith, Priscilla L.; Klesius, Janell P.
A study investigated the relationship among the linguistic units that make up spoken language, the symbols of written language, and how spoken language is mapped onto written language (the alphabetic principle). Subjects, 79 kindergarten children from 5 classrooms in 4 schools in a large southeastern school district, were tested for their knowledge of the alphabetic principle, phonemic awareness, letter name knowledge, and orthographic knowledge. Results indicated that: (1) significant amounts of the variance in understanding of the alphabetic principle can be explained by phonemic awareness and letter name knowledge; but (2) these two variables did not do a very good job of explaining the variance in scores measuring children's understanding of the orthographic patterns of written English; (3) the distribution of scores on the orthographic information measure indicated that children were aware that words did not contain numbers and that most children were able to discern mock and letters in words; and (4) phonemic awareness rarely developed in the absence of letter name knowledge. Instructionally the implications are that experimentation with paper and pen may be as important to the literacy development of children as is reading. (Six tables and three figures of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A