Reading and Writing

, Volume 23, Issue 6, pp 607–626

Fostering alphabet knowledge development: a comparison of two instructional approaches

Authors

    • Preschool Language and Literacy LabThe Ohio State University
  • David J. Purpura
    • Florida Center for Reading ResearchFlorida State University
  • Richard K. Wagner
    • Florida Center for Reading ResearchFlorida State University
Article

DOI: 10.1007/s11145-009-9174-x

Cite this article as:
Piasta, S.B., Purpura, D.J. & Wagner, R.K. Read Writ (2010) 23: 607. doi:10.1007/s11145-009-9174-x

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 literacyAlphabet knowledgeLetter-sound correspondencePreschool intervention

Copyright information

© Springer Science+Business Media B.V. 2009