Reading Alphabet Books in Kindergarten: Effects of Instructional Emphasis and Media Practice

Brabham, Edna Greene; Murray, Bruce A.; Bowden, Shelly Hudson

doi:10.1080/02568540609594563

Cited by 26 publications

(16 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unfortunately, however, there was no control for curriculum to untangle the effects of the different kinds of books from the classrooms in which each was embedded. Similar gains were also observed by Brabham et al (2006) when contrasting teachers who read alphabet books with an emphasis on phonemes of the letters versus an emphasis on the meanings of the objects associated with the letter sound.…”

Section: Alphabetic Knowledgesupporting

confidence: 70%

“…Important to note, however, these behaviours were more evident when children had higher levels of emergent literacy. Thus, these studies suggest that parents are more likely to emphasise letters and letter sounds rather than the pictures in alphabet books when they estimate that their children will benefit from these comments, A limited set of classroom research (Brabham, Murray, & Bowden, 2006;Greenewald & Kulig, 1995;Murray, Stahl, & Ivey, 1996) suggests that alphabet books may foster alphabetic knowledge. Findings from the latter study were also suggestive of gains in phonological awareness.…”

Section: Alphabetic Knowledgementioning

confidence: 93%

See 1 more Smart Citation

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

Evans¹,

Shaw²

2008

Canadian Psychology / Psychologie canadienne

View full text Add to dashboard Cite

This article provides an integrative review of key aspects of emergent literacy and specific home activities that empirical research has shown to support their development. Given the importance of word recognition in reading development, home contributions to word recognition as well as to four areas of emergent literacy that contribute to word recognition are highlighted. These include phonological awareness, letter knowledge, print concepts, and vocabulary. Particular attention is devoted to the activity of shared book reading to outline its different facets, changing nature, and potential impact on emergent literacy and word recognition skill.

show abstract

Section: Alphabetic Knowledgesupporting

confidence: 70%

Section: Alphabetic Knowledgementioning

confidence: 93%

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

Evans¹,

Shaw²

2008

Canadian Psychology / Psychologie canadienne

View full text Add to dashboard Cite

show abstract

“…However, there is abundant evidence that alphabet books do promote alphabet learning (e.g. Both-de Vries & Bus, 2014;Brabham, Murray, & Bowden, 2006;Evans, Saint-Aubin, & Landry, 2009;Murray, Stahl, & Ivey, 1996;Nowak, 2015).…”

Section: Index Words In Literacy Learningmentioning

confidence: 99%

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Mankin

Simner

2017

Multisens Res

View full text Add to dashboard Cite

This study investigates the origins of specific letter-colour associations experienced by people with grapheme-colour synaesthesia. We present novel evidence that frequently observed trends in synaesthesia (e.g. A is typically red) can be tied to orthographic associations between letters and words (e.g., "A is for apple"), which are typically formed during literacy acquisition. In our experiments, we first tested members of the general population to show that certain words are consistently associated with letters of the alphabet (e.g. A is for apple), which we named index words.Sampling from the same population, we then elicited the typical colour associations of these index words (e.g. apples are red) and used the letter  index word  colour connections to predict which colours and letters would be paired together based on these orthographic-semantic influences. We then looked at direct letter-colour associations (e.g., A  red, B  blue…) from both synaesthetes and non-synaesthetes. In both populations, we show statistically that the colour predicted by index words matches significantly with the letter-colour mappings: that is, A  red because A is for apple and apples are prototypically red. We therefore conclude that letter-colour associations in both synaesthetes and non-synaesthetes are tied to early-learned letter-word associations.

show abstract

“…This treatment of digital environments as surrogate teachers rather than texts also seems evident within a further set of studies which make varied claims about the role of interactive features in exploring the potential of 'talking' or interactive books and other programs to support the development of phonological awareness (Chera et al, 2003;Wood, 2005;Littleton et al, 2006;Brabham et al, 2006;Cassady et al, 2003).…”

Section: Print Literacymentioning

confidence: 99%

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Burnett

2009

Journal Research in Reading

View full text Add to dashboard Cite

Division of Education and Humanities Collegiate CrescentSheffield S10 2BP c.burnett@shu.ac.uk 3Research into literacy and technology in primary classrooms: an exploration of the kinds of understandings generated by recent studies AbstractWhilst much has been written about the implications for 'literacy' for practices surrounding digital technologies (Gee, 2000a;Luke and Carrington, 2002;Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Reinking, 2003: Lankshear andKnobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green's distinction between 'operational', 'cultural' and 'critical' dimensions of primary literacy (Lankshear and Bigum, 1999;Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.

show abstract

Reading Alphabet Books in Kindergarten: Effects of Instructional Emphasis and Media Practice

Cited by 26 publications

References 17 publications

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Contact Info

Product

Resources

About