ERIC Number: EJ886727
Record Type: Journal
Publication Date: 2010-Jul
Abstractor: As Provided
Reference Count: 0
Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches
Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K.
Reading and Writing: An Interdisciplinary Journal, v23 n6 p607-626 Jul 2010
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
Descriptors: Small Group Instruction, Alphabets, Orthographic Symbols, Phonological Awareness, Emergent Literacy, Reading Instruction, Teaching Methods, Comparative Analysis, Preschool Children, Pretests Posttests, Beginning Reading, Spelling, Word Recognition
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A