As Easy as ABC? Teaching and Learning About Letters in Early Literacy
Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed...
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| Veröffentlicht in: | The Reading teacher 2019-03, Vol.72 (5), p.599-610 |
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| container_end_page | 610 |
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| container_issue | 5 |
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| container_title | The Reading teacher |
| container_volume | 72 |
| creator | Kaye, Elizabeth L. Lose, Mary K. |
| description | Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring, searching, and self-correcting in reading and writing. The authors argue for (a) assessment that monitors evolving letter knowledge, (b) instruction that is focused and brief and capitalizes on students’ unique strengths and ways of knowing, and (c) isolated letter work that is balanced with the use of authentic texts. Transcripts of teacher–student interactions during reading and writing, personal alphabet books, magnetic letter sorts, and links to teacher resources illustrate how letter learning can be fostered in a variety of activity settings while ensuring student engagement and supporting overall literacy development. |
| doi_str_mv | 10.1002/trtr.1768 |
| format | Article |
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Teaching and Learning About Letters in Early Literacy</title><author>Kaye, Elizabeth L. ; Lose, Mary K.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3768-b4207ef0fbe3fb68178cfc28db1f34654cb879f6e282f2fe052b8be168c854a03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>1‐Early childhood</topic><topic>2‐Childhood</topic><topic>Alphabets</topic><topic>as inquiry < Assessment</topic><topic>Authentic texts</topic><topic>Authentic < Assessment</topic><topic>Beginning Reading</topic><topic>Classroom communication</topic><topic>Constructivism < Theoretical perspectives</topic><topic>Early literacy</topic><topic>Embedded < Phonics</topic><topic>Emergent Literacy</topic><topic>FEATURE ARTICLE</topic><topic>Informal < Assessment</topic><topic>Initial Teaching Alphabet</topic><topic>Instructional Effectiveness</topic><topic>Instructional intervention < Struggling learners</topic><topic>Instructional strategies</topic><topic>Instructional strategies; methods and materials</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Learning strategies < Strategies, methods, and materials</topic><topic>Literacy</topic><topic>Naming</topic><topic>Ongoing assessment < Assessment</topic><topic>Phonemic Awareness</topic><topic>Phonological Awareness</topic><topic>Reading Instruction</topic><topic>Reading strategies < Strategies, methods, and materials</topic><topic>Self evaluation</topic><topic>Struggling learners</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>teaching strategies < Strategies, methods, and materials</topic><topic>To inform instruction</topic><topic>Writing</topic><topic>Writing strategies < Strategies, methods, and materials</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kaye, Elizabeth L.</creatorcontrib><creatorcontrib>Lose, Mary K.</creatorcontrib><collection>Wiley Online Library Open Access</collection><collection>Wiley Free Content</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kaye, Elizabeth L.</au><au>Lose, Mary K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1207062</ericid><atitle>As Easy as ABC? 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| identifier | ISSN: 0034-0561 |
| ispartof | The Reading teacher, 2019-03, Vol.72 (5), p.599-610 |
| issn | 0034-0561 1936-2714 |
| language | eng |
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| source | Wiley Online Library Journals Frontfile Complete; Jstor Complete Legacy |
| subjects | 1‐Early childhood 2‐Childhood Alphabets as inquiry < Assessment Authentic texts Authentic < Assessment Beginning Reading Classroom communication Constructivism < Theoretical perspectives Early literacy Embedded < Phonics Emergent Literacy FEATURE ARTICLE Informal < Assessment Initial Teaching Alphabet Instructional Effectiveness Instructional intervention < Struggling learners Instructional strategies Instructional strategies methods and materials Learner Engagement Learning Learning strategies < Strategies, methods, and materials Literacy Naming Ongoing assessment < Assessment Phonemic Awareness Phonological Awareness Reading Instruction Reading strategies < Strategies, methods, and materials Self evaluation Struggling learners Students Teachers Teaching Methods teaching strategies < Strategies, methods, and materials To inform instruction Writing Writing strategies < Strategies, methods, and materials |
| title | As Easy as ABC? Teaching and Learning About Letters in Early Literacy |
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