Article

Reading and Writing

, Volume 23, Issue 6, pp 607-626

First online:

Fostering alphabet knowledge development: a comparison of two instructional approaches

  • Shayne B. PiastaAffiliated withPreschool Language and Literacy Lab, The Ohio State University Email author 
  • , David J. PurpuraAffiliated withFlorida Center for Reading Research, Florida State University
  • , Richard K. WagnerAffiliated withFlorida Center for Reading Research, Florida State University

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Abstract

Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition. Benefits did not generalize to other emergent literacy skills.

Keywords

Emergent literacy Alphabet knowledge Letter-sound correspondence Preschool intervention