An investigation of factors associated with letter-sound knowledge at kindergarten entry

Huang, Francis L.; Tortorelli, Laura; Invernizzi, Marcia

doi:10.1016/j.ecresq.2014.02.001

Cited by 50 publications

(51 citation statements)

References 42 publications

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“…The comparable level of letter sound learning compared with letter name learning and the findings identifying the benefits of emphasizing PAL for both accuracy and speed of letter sound identification are particularly important given the evidence of the greater difficulty in learning letter sounds than letter names reported in previous studies (Huang, Tortorelli, & Invernizzi, ; Roberts et al., ). Participants in our study were younger and had lower entering language scores than those in most other studies.…”

Section: Discussionmentioning

confidence: 77%

Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences

Roberts

Vadasy

Sanders

2019

Reading Research Quarterly

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In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired‐associate learning (PAL) only, PAL plus orthographic learning, or PAL plus articulatory learning. Subjects were 94 preschool children, including 35 dual‐language learners, in eight public preschool classrooms with low‐income eligibility thresholds. Children were randomly assigned within each classroom to small groups that were randomly assigned to one of the three treatments and to one of two orders in which letter names and letter sounds were taught. Research assistants provided 10 weeks of instruction for 12–15 minutes per day, four days a week. All children in the three treatments made significant growth from pretest to posttest on all measures of alphabet learning. Children in the PAL‐only condition had significantly higher gains than the sample average on four of the five alphabet measures. Post hoc tests showed that PAL only significantly outperformed the other two conditions on four of the five measures but only for native English‐speaking children. No evidence of differences among treatments was found for dual‐language learners. Additionally, there was no main effect for order of letter name or letter sound instruction, although teaching letter sounds before letter names was statistically significantly better in the PAL‐only treatment. Findings support explicit alphabet instruction emphasizing the relation between verbal letter labels and letter forms that enlists PAL processes.

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Section: Discussionmentioning

confidence: 77%

Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences

Roberts

Vadasy

Sanders

2019

Reading Research Quarterly

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“…Research has shown failure to master sound-symbol correspondence is correlated with future difficulty in learning to read (Hammill, 2004). In addition, students who enter kindergarten with minimal knowledge of sounds associated with various letters (i.e., knowing only a few letter sounds) have been shown to be at risk for later reading difficulties (Huang et al, 2014). Given the important role of phoneme-grapheme knowledge, strong instruction is necessary, particularly for those at greatest risk-students from low socioeconomic backgrounds, second language learners, and students with disabilities (Storch & Whitehurst, 2002).…”

Section: Importance Of Phoneme-grapheme Correspondence Knowledgementioning

confidence: 98%

“…Despite the complexity of English orthography, researchers have found that alphabet knowledge (knowledge of letter names and corresponding sounds) is one of the most durable predictors of later reading and spelling achievement (Hammill, 2004;Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004). Knowledge of phoneme-grapheme correspondence contributes to students' grasp of the alphabetic principle, a dual understanding that written letters represent speech sounds and systematic and predictable relations between letters and sounds exist (Huang, Tortorelli, & Invernizzi, 2014). Thus, phoneme-grapheme correspondence knowledge is necessary for beginning decoding (the mapping of sounds to various graphemes) and contributes to students' success with advanced word analysis.…”

Section: Importance Of Phoneme-grapheme Correspondence Knowledgementioning

confidence: 98%

Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education

Sayeski,

Earle,

Eslinger

et al. 2016

Ann. of Dyslexia

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Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.

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“…Indeed, according to the self-teaching hypothesis, the development of word reading is based on decoding procedure which requires the involvement of letter knowledge (name and sound) and phonological awareness. Knowledge about letters (their shapes, their names, and their linguistic functions) is known to play an important role in the development of reading and spelling ability (Foulin, 2005;Huang, Tortorelli, & Invernizzi, 2014;Treiman, 2006) provided that the children are proficient speakers of the language being read. Children's ability to identify letter names and letter sounds has been shown to be one of the best indicators of reading achievement (Ecalle, Magnan, & Biot-Chevrier, 2008;Puranik, Petscher, & Lonigan, 2013).…”

Section: Predictors Of Word Recognitionmentioning

confidence: 99%

Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

Écalle

Labat

Cam

et al. 2015

Teaching and Teacher Education

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An investigation of factors associated with letter-sound knowledge at kindergarten entry

Cited by 50 publications

References 42 publications

Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences

Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences

Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education

Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

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