ERIC Number: EJ1185518
Record Type: Journal
Publication Date: 2018-Aug
Abstractor: As Provided
Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start
Heilmann, John J.; Moyle, Maura J.; Rueden, Ashley M.
Topics in Early Childhood Special Education, v38 n2 p118-128 Aug 2018
Having strong alphabet knowledge early in life is a powerful predictor of long-term reading and academic outcomes. Upon tracking the alphabet knowledge of 172 children enrolled in their first year of Head Start, we identified that most of the children could name fewer than 10 letters at the beginning of the academic year. Approximately, one third of the children with low alphabet knowledge in fall made significant progress and demonstrated mastery of 10 or more letters in spring. For the children who started the year knowing fewer than 10 letters, receptive vocabulary was the best predictor of who would make gains in alphabet knowledge throughout the year. In addition, most children who entered Head Start knowing fewer than 10 letters knew letters from their first names and the letters A, B, or O. Implications for the management of emergent literacy skills for children at-risk for academic difficulties are discussed.
Descriptors: Alphabets, Emergent Literacy, Early Intervention, Knowledge Level, Disability Identification, Preschool Children, Intelligence Tests, Verbal Ability, Vocabulary, Predictor Variables, Criterion Referenced Tests, Regression (Statistics), Statistical Analysis
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: S359B08008