Why is letter-name knowledge such a good predictor of learning to read?

Foulin, Jean-Noël

doi:10.1007/s11145-004-5892-2

Cited by 305 publications

(242 citation statements)

References 98 publications

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“…Many researchers have suggested that children need phonological awareness in order to use letters' names to help learn the letters' sounds (e.g., Bowey, 2005;Foulin, 2005;Share, 2004;Treiman et al, 1998). However, our results suggest that phonological awareness, as commonly measured, is not required in order to benefit from letter names in the learning of letter sounds.…”

Section: Discussioncontrasting

confidence: 65%

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Which children benefit from letter names in learning letter sounds?

et al. 2008

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Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.Knowledge about letters-their shapes, their names, and their linguistic functions-plays an important role in the development of reading and spelling ability. For example, children who are learning to read and write in English should know that the shape V is called /vi/ and that it generally represents the phoneme /v/ (see International Phonetic Association, 1999 for an explanation of the phonemic symbols). Children's knowledge about letters is often tested by providing them with one attribute of a letter and asking them to supply one or more other attributes. For example, children are shown the shape V and are asked to say its name in a letter name task or its sound in a letter sound task. Performance is typically pooled across all of the letters in each task to yield measures of children's letter name and letter sound knowledge. Some researchers additionally pool knowledge of names and sounds, for example by asking children to provide either the name or the sound of a letter and counting the number of letters for which either piece of information is known (e.g., Riley, 1996).Supporting the idea that letter knowledge is important in learning to read and spell, young children's knowledge as pooled across letters or across names and sounds predicts their later literacy skills (e.g., McBride-Chang, 1999;Riley, 1996). However, such pooling may mask Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. , 2006; Mc-Bride-Chang, 1999;Treiman et al., 1998). These differences suggest that children bring their knowledge of letter names to the learning of letter-sound correspondences, using the letters' names to help learn and remember the sounds they represent. Thu...

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Section: Discussioncontrasting

confidence: 65%

“…What skills are required to make such inferences? Many researchers have assumed that explicit phonological awareness is needed (e.g., Bowey, 2005;Foulin, 2005;Share, 2004;Treiman et al, 1998). According to this view, children must be able to segment a syllable such as /vi/ into /v/ and /i/ in order to derive the letter sound /v/ from the letter name /vi/.…”

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confidence: 99%

Which children benefit from letter names in learning letter sounds?

et al. 2008

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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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“…O facto de as correlações serem tão elevadas (r= .941) sugere que, em estudos futuros, se possa apenas utilizar uma das variáveis. Estes dados sugerem ainda que, embora as crianças contactem predominantemente com letras impressas maiúsculas, desenvolvem igualmente conhecimentos sobre as letras impressas minúsculas (Cardoso- Martins & Batista, 2005;Foulin, 2005;Viana et al, 2014). As concetualizações infantis sobre a escrita estão também correlacionadas com as variáveis de linguagem oral e consciência fonológica, ainda que com correlações mais baixas.…”

Section: Discussão E Implicaçõesunclassified

Competências de matemática e de literacia emergente: Estudo correlacional

Amaral

Cruz

Constante

et al. 2017

RPE

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ResumoTem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade pré-escolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente

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Why is letter-name knowledge such a good predictor of learning to read?

Cited by 305 publications

References 98 publications

Which children benefit from letter names in learning letter sounds?

Which children benefit from letter names in learning letter sounds?

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

Competências de matemática e de literacia emergente: Estudo correlacional

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