NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141820
Record Type: Journal
Publication Date: 2017-Jun
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1096-2506
Promoting Alphabet Knowledge Using Peer-Mediated Intervention: A Dynamic Duo for Early Literacy Development
Harris, Kathleen I.; Kinley, Hannah L.; Cook, Angela
Young Exceptional Children, v20 n2 p55-68 Jun 2017
One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development and, therefore, are a main focus for early childhood educators (Dickinson & Tabors, 2001; Neuman, 2006). Knowing how to quickly recognize and visually discriminate letters plays a direct role in a child's ability to acquire the basic literacy skills necessary for academic success (Shidler & Harrigan, 2010). This article addresses the importance of alphabet knowledge in early literacy development and suggests peer-mediated intervention (PMI) as an evidence-based intervention strategy helping educators to promote alphabet knowledge and social skills among young children with disabilities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A