Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?

2019 ◽  
Vol 55 (4) ◽  
pp. 573-600 ◽  
Author(s):  
Theresa A. Roberts ◽  
Patricia F. Vadasy ◽  
Elizabeth A. Sanders
Keyword(s):  
Letter Names

Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers

2006 ◽  
Vol 27 (2) ◽  
pp. 211-227 ◽  
Author(s):  
REBECCA TREIMAN ◽  
BRETT KESSLER ◽  
TATIANA CURY POLLO
Keyword(s):  
Reading Instruction ◽  
Major Determinant ◽  
Uppercase Letter ◽  
Letter Frequency ◽  
Letter Names ◽  
Foundational Skills ◽  
General Frequency ◽  
The Continuum ◽  
Letter Shape

To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 US and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children's own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect US children's greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important foundational skills.

Learning of letter names and sounds and their contribution to word recognition

2006 ◽  
Vol 93 (2) ◽  
pp. 139-165 ◽  
Author(s):  
Iris Levin ◽  
Sivan Shatil-Carmon ◽  
Ornit Asif-Rave
Keyword(s):  
Word Recognition ◽  
Letter Names

Individual Sequence Representations in the Medial Temporal Lobe

2013 ◽  
Vol 25 (7) ◽  
pp. 1111-1121 ◽  
Author(s):  
Kristjan Kalm ◽  
Matthew H. Davis ◽  
Dennis Norris
Keyword(s):  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Memory Systems ◽  
Long Term Memory ◽  
Specific Sequence ◽  
Level Of Activity ◽  
Serial Recall Task ◽  
Letter Names ◽  
Multivariate Pattern

Much of what we need to remember consists of sequences of stimuli, experiences, or events. Repeated presentation of a specific sequence establishes a more stable long-term memory, as shown by increased recall accuracy over successive trials of an STM task. Here we used fMRI to study the neural mechanisms that underlie sequence learning in the auditory–verbal domain. Specifically, we track the emergence of neural representations of sequences over the course of learning using multivariate pattern analysis. For this purpose, we use a serial recall task, in which participants have to recall overlapping sequences of letter names, with some of those sequences being repeated and hence learned over the course of the experiment. We show that voxels in the hippocampus come to encode the identity of specific repeated sequences although the letter names were common to all sequences in the experiment. These changes could have not been caused by changes in overall level of activity or to fMRI signal-to-noise ratios. Hence, the present results go beyond conventional univariate fMRI methods in showing a critical contribution of medial-temporal lobe memory systems to establishing long-term representations of verbal sequences.

Hong Kong Chinese Kindergartners Learn to Read English Analytically

2003 ◽  
Vol 14 (2) ◽  
pp. 138-143 ◽  
Author(s):  
Catherine McBride-Chang ◽  
Rebecca Treiman
Keyword(s):  
Hong Kong ◽  
Kindergarten Children ◽  
Hong Kong Chinese ◽  
Language Background ◽  
Grade Levels ◽  
Hong Kong Chinese Children ◽  
Letter Names ◽  
Method Of Instruction ◽  
Letter Sound ◽  
Sound Condition

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic “look and say” method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.

scholarly journals Use of Letter Names Benefits Young Children’s Spelling

2019 ◽  
Vol 31 (1) ◽  
pp. 43-50
Author(s):  
Rebecca Treiman ◽  
Sloane Wolter
Keyword(s):  
Spelling Performance ◽  
Letter Names

We studied how children begin to produce spellings that reflect the sounds in words. We asked 75 U.S. preschoolers (mean age = 4 years, 11 months) to participate in two sessions. In one session, the children were asked to spell words (e.g., bead) that begin with a sequence of sounds that matches the name of a letter; in another session, they were asked to spell control words (e.g., bed). The phonological plausibility of children’s spellings, particularly their spellings of the words’ first phonemes, was higher for letter-name words than for control words. When we categorized spelling performance in a session as prephonological if the child used phonologically appropriate letters no more often than would be expected by chance, we found that children were more likely to be prephonological spellers in the session with control words than in the session with letter-name words. Words with letter names can help children move from prephonological spellings to spellings that symbolize at least some of the sounds in words.

scholarly journals The roles of letter names and letter sounds in connecting print and speech

2001 ◽  
Vol 29 (6) ◽  
pp. 860-873 ◽  
Author(s):  
Rebecca Treiman ◽  
Lia Sotak ◽  
Margo Bowman
Keyword(s):  
Letter Sounds ◽  
Letter Names

scholarly journals Letter names and sounds: their implications for the phonetisation process

2008 ◽  
Vol 23 (2) ◽  
pp. 147-172 ◽  
Author(s):  
Cristina Silva ◽  
Tiago Almeida ◽  
Margarida Alves Martins
Keyword(s):  
Letter Names

To Play ‘B’ But Not to Say ‘B’: Selective Loss of Letter Names

Neurocase ◽  
2003 ◽  
Vol 9 (2) ◽  
pp. 118-128 ◽  
Author(s):  
A. Bevan ◽  
G. Robinson ◽  
B. Butterworth ◽  
L. Cipolotti
Keyword(s):  
Selective Loss ◽  
Letter Names
Sign in / Sign up

Export Citation Format

Share Document