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Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
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Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill
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Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction
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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches
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Abstract:
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.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2885812 http://www.ncbi.nlm.nih.gov/pubmed/20563245 https://doi.org/10.1007/s11145-009-9174-x
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Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge [<Journal>]
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DNB Subject Category Language
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