Small group instruction was provided to preschool children (n = 58) to examine (1) potential benefits of systematic alphabet instruction as compared to typical preschool instruction, (2) the letter name-to-sound facilitation effect, (3) causal relations between alphabet knowledge and emergent literacy skill development, and (4) the influence of phonological processing abilities on alphabet knowledge development. Children were randomly assigned to receive letter name and sound training, letter sound training only, or numeracy training (serving as a treated control). Thirty-four 15 minute lessons were provided. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition, possibly due to letter name-to-sound facilitation. Benefits did not generalize to other emergent literacy skills.For example, children receiving LNLS instruction only acquired approximately one additional letter name and two ... and developmental spelling) proved rather difficult for the current sample of preschoolers, resulting in low reliabilities andanbsp;...
|Title||:||Developing Emergent Literacy Skills: The Impact of Alphabet Instruction|
|Author||:||Shayne B. Piasta|
|Publisher||:||ProQuest - 2008|