ERIC Number: EJ1046779
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
New Insights about Letter Learning
Dougherty Stahl, Katherine A.
Reading Teacher, v68 n4 p261-265 Dec 2014-Jan 2015
The acquisition of alphabetic knowledge (letter names, letter sounds, and letter forms) is an important predictor of later literacy achievement. This article describes research findings that provide new insights about how children learn the alphabetic principle and the implications for effective and efficient instruction of the alphabet. Teachers in early childhood settings need to (a) provide explicit, systematic instruction, (b) consider cultural and programmatic variations, (c) acknowledge that not all letters need equal effort, (d) use multicomponent approaches, and (e) provide opportunities for children to transfer isolated skills to connected text. This article fully discusses each instructional implication. A sample lesson format is provided.
Descriptors: Alphabets, Basic Skills, Emergent Literacy, Early Experience, Reading Instruction, Reading Strategies, Early Childhood Education, Instructional Effectiveness, Culturally Relevant Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A