Easy as AcHGzrjq: The Quick Letter Name Knowledge Assessment

Tortorelli, Laura; Bowles, Ryan P.; Skibbe, Lori E.

doi:10.1002/trtr.1608

Cited by 8 publications

(7 citation statements)

References 38 publications

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“…A study by Badian (2005) concluded that children (8-10 years) with a deficit in recognizing errors in letter orientation were poorer readers than children without this deficit (Badian, 2005). It has been shown that children often struggle especially with learning the letters "b" and "d" and often make a lot of orientation errors with these two letters (Tortorelli et al, 2017). Thus, it is relevant to design a short-term intervention focusing on improving children's ability to recognize and discriminate "b" and "d" (Badian, 2005).…”

Section: Introductionmentioning

confidence: 99%

Motor-Enriched Encoding Can Improve Children’s Early Letter Recognition

et al. 2020

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It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters "b"/"d" can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children's motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched "b"/"d" letter training on children's ability to recognize the letters "b" and "d" (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of "b" and "d" training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched "b"/"d" training. The children's ability to recognize "b" and "d" were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a "b"/"d" Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the "b"/"d" Recognition Test. Specifically, FME improved their ability to recognize "b"/"d" at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children's motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children's letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.

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Section: Introductionmentioning

confidence: 99%

Motor-Enriched Encoding Can Improve Children’s Early Letter Recognition

et al. 2020

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“…When preschool students learn their letters quickly, it allows more time to make advanced progress towards other literacy skills (Jones et al, 2013). After a student leaves kindergarten, very little time is devoted to teaching the alphabet so it is imperative that students are familiar with their letter names and letter sounds, otherwise they may struggle during literacy activities (Tortorelli et al, 2017).…”

Section: Insights Of the Kindergarten Teachers In Teaching The Alphab...mentioning

confidence: 99%

Alphabet Knowledge of Kindergarten Pupils Through the Lens of Teachers

C. Gabañete

2024

IJRP

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The purpose of this phenomenological study was to explore the experiences of kindergarten teachers in teaching alphabet knowledge to the learners in District 1, Division of Panabo City. It further investigated their insights that were drawn from the findings of this study. I employed the qualitativephenomenological study of which primary instrument of data gathering was through in-depth interview. Major findings revealed that when participants were asked about their experiences as kindergarten teachers in teaching the alphabet knowledge, and after a careful analysis of their responses, the following themes were noted: Development of Reading Skills, Promotion of Writing Skills, and Introduction to Letter Sounds. Furthermore, after a thorough analysis, when the participants were asked on their insights from the experiences that can be shared to others in terms of their experiences in teaching the alphabet knowledge, they mentioned various themes. After a thorough analysis of the transcription, the following themes emerged: Intensifying Literacy Skills Development, Selecting Appropriate Teaching Pedagogy, and Improving Learners' Academic Outcomes. The findings imply that accurate assessments of student progress are crucial because they enable teachers to detect particular gaps in students' reading knowledge and integrate this information into their lessons. To better understand how preschool teachers, make such judgements, it was necessary to evaluate what they knew about their children' unique literacy development and to identify the types of information they utilize to guide their thinking. Further, it is also implied that alphabetical awareness was demonstrated in the writing skills of children to have an observable increase.

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“…Correct items are summed to provide the total score (max = 36; α = .97). We assessed children's letter-name knowledge using the Quick Letter Name Knowledge Assessment (Q-LNK; Tortorelli et al, 2017) and letter-sound knowledge using the Letter Sound Short Forms (Piasta et al, 2016). These measures provide item-response theory (IRT) scores on a scale of 0-26; IRT-derived reliabilities range from .89 to .92 for the Q-LNK and .90 to .93 for the Letter Sound Short Forms.…”

Section: Assessment Procedures and Measuresmentioning

confidence: 99%

Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties

et al. 2022

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Preschool-aged children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s emergent literacy skills, when implemented by teachers and community aides in authentic preschool classrooms. We randomly assigned 98 classrooms to one of three conditions (NBS! teacher-implemented, NBS! community aide-implemented, or control). Children enrolled in these classrooms who met eligibility criteria and were identified as at risk via an early literacy screener ( n = 281) completed pretest and posttest emergent literacy assessments; those assigned to NBS! conditions received intervention from their classroom teacher or a community aide affiliated with a local kindergarten-readiness initiative. Intent-to-treat analyses showed no significant impacts of NBS! on any outcome, and an instrumental variable, as-treated approach showed one significant intervention effect on letter writing. Consequently, we did not replicate results of prior, highly controlled efficacy trials. Findings have implications for revising the NBS! theory of change, conducting dosage and as-treated analyses, and moving research-based interventions toward scale-up.

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Easy as AcHGzrjq: The Quick Letter Name Knowledge Assessment

Cited by 8 publications

References 38 publications

Motor-Enriched Encoding Can Improve Children’s Early Letter Recognition

Motor-Enriched Encoding Can Improve Children’s Early Letter Recognition

Alphabet Knowledge of Kindergarten Pupils Through the Lens of Teachers

Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties

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