Developing Emergent Literacy Skills: The Impact of Alphabet Instruction
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 litera...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-0915 |
| Summary: | 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. === A Dissertation submitted to the Department of Psychology in partial fulfillment of
the requirements for the degree of Doctor of Philosophy. === Degree Awarded: Summer Semester, 2008. === Date of Defense: May 14, 2008. === Emergent Reading, Letters, Phonological Awareness, Literacy, Sounds, Preschool, Training, Alphabet === Includes bibliographical references. === Richard K. Wagner, Professor Directing Dissertation; Carol McDonald Connor, Outside Committee Member; Mark H. Licht, Committee Member; Christopher J. Lonigan, Committee Member; Christopher Schatschneider, Committee Member. |
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