NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855912
Record Type: Journal
Publication Date: 2009
Pages: 25
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1088-8438
Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge
Levin, Iris; Ehri, Linnea C.
Scientific Studies of Reading, v13 n3 p249-273 2009
Children's ability to read and spell their own and classmates' personal names in and out of context in Hebrew was studied. Preliterate children aged 4 to 6 years (N = 60) showed high knowledge of their own names but varied greatly in knowledge of others' names and emergent literacy skills. Reading and spelling of names was primarily related to letter knowledge rather than to phonemic awareness. Superior performance with initial over medial/final letters occurred despite no capitalization in Hebrew names. Names of two letters were read better than longer names, which were read equally well, indicating use of partial cues. These results bear on Ehri's (2005) phase theory. We speculate that informal learning of names is founded on letter knowledge plus exposure to names and is fueled by children's interest in names. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A