Effects of Alphabet-Letter Instruction on Young Children's Word Recognition
This study examined the influence of letter-name instruction on beginning word recognition. Thirty-three preschool children from low-socioeconomic-status families participated in 16 weeks of letter-name or comprehension-focused instruction. After instruction, children's ability to learn 3 types...
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| Veröffentlicht in: | Journal of educational psychology 2003-03, Vol.95 (1), p.41-51 |
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| container_title | Journal of educational psychology |
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| creator | Roberts, Theresa A |
| description | This study examined the influence of letter-name instruction on beginning word recognition. Thirty-three preschool children from low-socioeconomic-status families participated in 16 weeks of letter-name or comprehension-focused instruction. After instruction, children's ability to learn 3 types of word spellings was examined: words phonetically spelled with letters children had been taught (e.g.,
BL
for
ball
), words phonetically spelled with letters children had not been taught, and words with visually distinct letter spellings that were nonphonetic. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition. |
| doi_str_mv | 10.1037/0022-0663.95.1.41 |
| format | Article |
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BL
for
ball
), words phonetically spelled with letters children had not been taught, and words with visually distinct letter spellings that were nonphonetic. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.95.1.41</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Human ; Instructional Effectiveness ; Learning ; Letters (Alphabet) ; Phonetics ; Preschool Children ; Preschool Students ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Reading Comprehension ; Reading Development ; Reading instruction ; Spelling ; Teaching ; Teaching Methods ; Word Recognition ; Words (Phonetic Units)</subject><ispartof>Journal of educational psychology, 2003-03, Vol.95 (1), p.41-51</ispartof><rights>2003 American Psychological Association</rights><rights>2003 INIST-CNRS</rights><rights>Copyright American Psychological Association Mar 2003</rights><rights>2003, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a409t-8d6d0ad39877cae71f64a88a28249ea83bb9043477029297c9d0aa919df00b153</citedby><cites>FETCH-LOGICAL-a409t-8d6d0ad39877cae71f64a88a28249ea83bb9043477029297c9d0aa919df00b153</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ662398$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=14696982$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Roberts, Theresa A</creatorcontrib><title>Effects of Alphabet-Letter Instruction on Young Children's Word Recognition</title><title>Journal of educational psychology</title><description>This study examined the influence of letter-name instruction on beginning word recognition. Thirty-three preschool children from low-socioeconomic-status families participated in 16 weeks of letter-name or comprehension-focused instruction. After instruction, children's ability to learn 3 types of word spellings was examined: words phonetically spelled with letters children had been taught (e.g.,
BL
for
ball
), words phonetically spelled with letters children had not been taught, and words with visually distinct letter spellings that were nonphonetic. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition.</description><subject>Biological and medical sciences</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Instructional Effectiveness</subject><subject>Learning</subject><subject>Letters (Alphabet)</subject><subject>Phonetics</subject><subject>Preschool Children</subject><subject>Preschool Students</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Reading Comprehension</subject><subject>Reading Development</subject><subject>Reading instruction</subject><subject>Spelling</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Word Recognition</subject><subject>Words (Phonetic Units)</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><recordid>eNp9kU9r3DAQxUVpodu0HyCQg0lpevJW_yxpjmHZpmkXCiUh5CRmZTlxcCxXkg_59tVmwxZ6KAgG8X7zZnhDyDGjS0aF_kIp5zVVSiyhWbKlZK_IgoGAmjOtXpPFQX9L3qX0QCkV5bMgP9Zd511OVeiq82G6x63P9cbn7GN1OaYcZ5f7MFbl3YZ5vKtW9_3QRj9-TtVNiG31y7twN_Y76D150-GQ_IeXekSuv66vVt_qzc-Ly9X5pkZJIdemVS3FVoDR2qHXrFMSjUFuuASPRmy3QKWQWlMOHLSDgiMwaDtKt6wRR-Rs7zvF8Hv2KdvHPjk_DDj6MCdrmkYLrXQBT_8BH8Icx7KbVUwKQ7lk_4M4o6CEFFAgtodcDClF39kp9o8YnyyjdncAuwvY7gK20Fhmn40_vRhjcjh0EUfXp7-NUoECwwt3sud87N1BXn9XipeMivxxL-OEdkpPDmPu3eCT9e18GPYHA36YZw</recordid><startdate>20030301</startdate><enddate>20030301</enddate><creator>Roberts, Theresa A</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7T9</scope></search><sort><creationdate>20030301</creationdate><title>Effects of Alphabet-Letter Instruction on Young Children's Word Recognition</title><author>Roberts, Theresa A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a409t-8d6d0ad39877cae71f64a88a28249ea83bb9043477029297c9d0aa919df00b153</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Biological and medical sciences</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Instructional Effectiveness</topic><topic>Learning</topic><topic>Letters (Alphabet)</topic><topic>Phonetics</topic><topic>Preschool Children</topic><topic>Preschool Students</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Reading Comprehension</topic><topic>Reading Development</topic><topic>Reading instruction</topic><topic>Spelling</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Word Recognition</topic><topic>Words (Phonetic Units)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roberts, Theresa A</creatorcontrib><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>Pascal-Francis</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roberts, Theresa A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ662398</ericid><atitle>Effects of Alphabet-Letter Instruction on Young Children's Word Recognition</atitle><jtitle>Journal of educational psychology</jtitle><date>2003-03-01</date><risdate>2003</risdate><volume>95</volume><issue>1</issue><spage>41</spage><epage>51</epage><pages>41-51</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>This study examined the influence of letter-name instruction on beginning word recognition. Thirty-three preschool children from low-socioeconomic-status families participated in 16 weeks of letter-name or comprehension-focused instruction. After instruction, children's ability to learn 3 types of word spellings was examined: words phonetically spelled with letters children had been taught (e.g.,
BL
for
ball
), words phonetically spelled with letters children had not been taught, and words with visually distinct letter spellings that were nonphonetic. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.95.1.41</doi><tpages>11</tpages></addata></record> |
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| ispartof | Journal of educational psychology, 2003-03, Vol.95 (1), p.41-51 |
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| language | eng |
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| source | EBSCOhost APA PsycARTICLES |
| subjects | Biological and medical sciences Educational psychology Fundamental and applied biological sciences. Psychology Human Instructional Effectiveness Learning Letters (Alphabet) Phonetics Preschool Children Preschool Students Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Reading Comprehension Reading Development Reading instruction Spelling Teaching Teaching Methods Word Recognition Words (Phonetic Units) |
| title | Effects of Alphabet-Letter Instruction on Young Children's Word Recognition |
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