Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship

Johnston, Robert Mackenzie; Anderson, Marjorie C.; Holligan, Christopher

doi:10.1007/bf00420276

Cited by 121 publications

(127 citation statements)

References 27 publications

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“…That is, growth in one skill can set the stage for, and increase, improvement in the other. This may be particularly true for the link between letter-sound knowledge and onset-rime and phoneme level phonological awareness skills (e.g., Carroll, 2004;Johnston, Anderson, & Holligan, 1996;Foy & Mann, 2006;Webb et al, 2004). Further, the forthcoming NELP Report (Lonigan et al, in press-a), demonstrates that almost all of the instructional studies to date that yielded significant growth in letter knowledge also included instruction in phonological awareness, and the earlier National Reading Panel Report on phonemic awareness instruction supported the inclusion of letters when teaching phonemic awareness (NRP, 2000).…”

Section: Reciprocal Links With Print Knowledge and Oral Languagementioning

confidence: 99%

Successful Phonological Awareness Instruction With Preschool Children

Phillips

Clancy-Menchetti

Lonigan

2008

Topics in Early Childhood Special Education

181

117

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Phonological awareness is one of several key precursor skills to conventional literacy that develop during the preschool period. Significant amounts of research support the causal and predictive relation between phonological awareness and children's ease of learning to decode and spell. However, many preschool curricula and early childhood educational and caregiving settings are still lacking in robust instruction in this area, and many preschool instructors do not yet have a strong grasp of the developmental trajectory of phonological awareness nor of how to incorporate effective support and instruction into a developmentally appropriate teaching plan. This article summarizes what is known from high-quality research about the development of phonological awareness and about how this informs effective pedagogical strategies for its instruction. Numerous examples are given of effective instructional strategies derived from randomized trials of preschool curricula and interventions.

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Section: Reciprocal Links With Print Knowledge and Oral Languagementioning

confidence: 99%

Successful Phonological Awareness Instruction With Preschool Children

Phillips

Clancy-Menchetti

Lonigan

2008

Topics in Early Childhood Special Education

181

117

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“…Exposure to print (through book reading) and letter names provides children with an opportunity to connect spoken language to printed words, promoting children's sensitivity to individual sounds. In particular, children's knowledge of letter names may be critical for the development of phoneme awareness (Bowey, 1994;Burgess, 2002;Burgess & Lonigan, 1998;Foulin, 2005;Johnston, Anderson, & Holligan, 1996), and some suggested a reciprocal relationship between letter-name knowledge and phoneme awareness (Burgess & Lonigan, 1998;Foy & Mann, 2003).…”

Section: Background and Contextmentioning

confidence: 99%

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Kim

2007

Read Writ

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Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children's literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children's emergent literacy skills as well as conventional literacy skills in Korean.However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children's literacy skills such that parents adjust their teaching in response to their child's literacy acquisition.Furthermore, cultural variation in views on parent teaching may explain these results.Word Count: 178

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“…When children have emerging knowledge about print, they are acquiring the ability to name letters and the knowledge that letters are associated with sounds (Landry, Swank, Smith, Assel, & Gunnewig, 2006). Johnston, Anderson & Holligan (1996) found that only children with some letter knowledge showed any success on a phoneme awareness task, and that letter knowledge was more closely related to phoneme awareness than rhyme awareness was. In the research carried out by Bowey (1994) both novice readers and nonreaders high in letter knowledge were sensitive to phonemic units.…”

Section: Introductionmentioning

confidence: 99%

Development of Phonological Awareness and Letter Knowledge in Bosnian Preschool Children

Duranovic¹,

Huseinbasic²,

Tinjak³

2012

IJL

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A study was carried out on a group of 505 preschool children. The children were given tests measuring their phonological discrimination, rhyme, initial phoneme detection and letter knowledge. In general, phonological discrimination and initial phoneme tasks are easier than the rhyme task. As children increased in age, phonological awareness and letter knowledge both increased. There are differences in phonological awareness between children according to their number of letter known. Letter knowledge is associated with all phonological measures and all variables of phonological awareness were good predictors of letter knowledge.

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Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship

Cited by 121 publications

References 27 publications

Successful Phonological Awareness Instruction With Preschool Children

Successful Phonological Awareness Instruction With Preschool Children

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Development of Phonological Awareness and Letter Knowledge in Bosnian Preschool Children

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