A New Sequence for Teaching Lower-Case Letters

Groff, Patrick

doi:10.1080/10862967209547065

Cited by 5 publications

(3 citation statements)

References 2 publications

(3 reference statements)

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“…Such information has several important practical applications. First, it can be used to develop a sequence for teaching lowercase manuscript letters, as less difficult letters might be taught before more difficult ones (see Groff, 1972/1973, for an example). Second, teachers can use this information to identify letter forms that might need extra attention during instruction as well as additional review later, assuming that some letters are written illegibly by a sizable percentage of children at each grade level.…”

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confidence: 99%

Which manuscript letters do primary grade children write legibly?

Graham¹,

Weintraub²,

Berninger³

2001

Journal of Educational Psychology

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The authors examined the manuscript letter writing skills of 300 students in Grades 1-3. The participating children were asked to write the lowercase manuscript alphabet from memory. A relatively small number of letters (4-8) accounted for slightly more than half of all illegibilities at each grade level. Three letter characteristics (i.e., all parts, correction formation, and no rotations or reversals), grade, and alphabet fluency each made a significant contribution to the prediction of letter legibility after the effects of the other predictors were controlled. Letter legibility in turn made a significant contribution to the prediction of text legibility after all other predictors were controlled. Implications for instruction and evaluation are discussed.

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confidence: 99%

Which manuscript letters do primary grade children write legibly?

Graham¹,

Weintraub²,

Berninger³

2001

Journal of Educational Psychology

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“…Our results do suggest that more time should be spent on lowercase letters that are visually very similar to other letters, perhaps using additional instructional techniques. Separating visually similar letters from one another in the sequence of instruction may also be helpful (Earle & Sayeski, 2017;Groff, 1972). Our results further suggest that it may be useful to take advantage of the letters in children's names when teaching letter-sound correspondences (Jones et al, 2013).…”

Section: Discussionmentioning

confidence: 55%

Knowledge of letter sounds in children from England

Treiman

Stothard

Snowling

2019

Applied Psycholinguistics

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Learning the sounds of letters is important for learning to decode printed words and is a key component of phonics instruction. Some letter sounds are easier for children than others, and studies of these differences can shed light on the factors that influence children’s learning. The present study examined knowledge of the sounds of lowercase letters among children in England, where a government-mandated curriculum specifies the order in which letter sounds should be taught and where letters’ sounds are taught before the names. The participants were 355 children from Nursery (mean age 4 years, 4 months), Reception (mean age 5 years, 4 months), and Year 1 (6 years, 4 months) classes. When order of teaching was statistically controlled, children did better than expected on the initial letter of their first name and worse on visually confusable letters. Unlike the North American children in previous studies, they did not perform better on letters that had their sounds at the beginning of their names than on other types of letters. The sonority and the age of acquisition of the letter’s sound were also not influential. Implications for letter teaching, particularly for children at risk of literacy problems, are discussed.

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“…No clear consensus currently exists as to how to approach teaching LC letter names as seen in various preschool curricula (Justice et al, 2006). Some studies and reading curricula may propose a specific sequence for teaching LC letters (Groff, 1972; Lehr, 2000), and others propose that LC letters be taught before UC letters (Wrighton, n.d.). While some curricula may focus on teaching the letters in alphabetical order, others may focus on frequently occurring letters or letters in the child's name or may have no focus on specified order (Justice et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Factors associated with lowercase alphabet naming in kindergarteners

Huang

Invernizzi

2012

Applied Psycholinguistics

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We investigated five hypotheses related to the successful naming of lowercase letters. Participants included 5,020 first-time kindergarteners from economically disadvantaged homes who previously attended publicly funded preschools. Results analyzed using three-level logistic regression showed that children have a higher probability of correctly identifying letters that appear in their own name and letters that appear frequently in print. In addition, lowercase letter shape similarity to its uppercase counterpart and letter order were also associated with the correct identification of the letter. Finally, if a lowercase letter had a visual and phonological resemblance to other letters, students had a lower probability of identifying the letter correctly. Implications for instruction are discussed.

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A New Sequence for Teaching Lower-Case Letters

Cited by 5 publications

References 2 publications

Which manuscript letters do primary grade children write legibly?

Which manuscript letters do primary grade children write legibly?

Knowledge of letter sounds in children from England

Factors associated with lowercase alphabet naming in kindergarteners

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