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

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children

2006 ◽  
Vol 19 (9) ◽  
pp. 959-989 ◽  
Author(s):  
Mary Ann Evans ◽  
Michelle Bell ◽  
Deborah Shaw ◽  
Shelley Moretti ◽  
Jodi Page
Keyword(s):  
Phonological Awareness ◽  
Kindergarten Children ◽  
Letter Sounds ◽  
Letter Names

The Foundations of Literacy

2000 ◽  
Vol 9 (3) ◽  
pp. 89-92 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Phonological Awareness ◽  
Alphabetic Principle ◽  
Learning To Read ◽  
Phonological Skills ◽  
Letter Sounds ◽  
Sound Structure ◽  
Spoken Words ◽  
Letter Names ◽  
Foundational Skills ◽  
Regular Manner

Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's performance and how children put their phonological skills and knowledge of letters to use in learning to read and spell.

scholarly journals Which children benefit from letter names in learning letter sounds?

Cognition ◽  
2008 ◽  
Vol 106 (3) ◽  
pp. 1322-1338 ◽  
Author(s):  
Rebecca Treiman ◽  
Bruce F. Pennington ◽  
Lawrence D. Shriberg ◽  
Richard Boada
Keyword(s):  
Letter Sounds ◽  
Letter Names

Tahap Keupayaan Kognitif Bacaan Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas

Sains Insani ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 81-87
Author(s):  
Nurul Haniza Samsudin ◽  
Puteri Roslina Abdul Wahid ◽  
Salinah Ja’afar ◽  
Mohammad Tawfik Yaakub
Keyword(s):  
Qualitative Methods ◽  
Language Learning ◽  
Cognitive Ability ◽  
Reading Fluency ◽  
Remedial Education ◽  
Cognitive Skill ◽  
Ability Level ◽  
Letter Sounds ◽  
Research Findings ◽  
Quantitative And Qualitative Methods

This article discusses the reading cognitive ability in Malay Language learning among remedial education children. The cognitive ability among these children was tested based on several reading aspects which include the skills of recognizing or detecting, understanding, and applying as outlined in Bloom’s Taxonomy. This research utilized both the quantitative and qualitative methods in collecting the data. The subjects selected involved eight Standard Three students who were undergoing the remedial class in Puchong, Selangor. The instruments used included both oral and non-oral tests. The research findings indicate that the ability to apply appears to be the most acquired cognitive skill among the subjects (99.58%), followed by the abilities to understand (95.36%), and to remember (95.8%). These findings portray that special remedial children’s cognitive ability level is not only measured from the aspect of reading fluency, but also their abilities in recognizing letters, understanding letter sounds, and applying grammar skills. Keywords: cognitive ability, Malay Language learning, remedial education children ABSTRAK: Makalah ini membicarakan tentang tahap keupayaan kognitif bacaan dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Keupayaan kognitif dalam kalangan kanak-kanak pemulihan khas diuji berdasarkan aspek bacaan, iaitu dengan mengaplikasikan kemahiran mengenal pasti, memahami, dan mengaplikasi seperti yang terdapat dalam Taksonomi Bloom. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lapan orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Puchong, Selangor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dapatan kajian ini menunjukkan bahawa keupayaan mengaplikasi merupakan keupayaan yang paling dikuasai oleh subjek kajian dalam kemahiran kognitif, iaitu sebanyak 99.58 peratus, diikuti oleh keupayaan memahami 95.36 peratus, dan keupayaan mengingat 95.8 peratus. Dapatan kajian ini menunjukkan bahawa tahap keupayaan kognitif kanak-kanak pemulihan khas bukan hanya diukur daripada kelancaran bacaan sahaja, malah keupayaan mengenal pasti huruf, memahami bunyi huruf, dan mengaplikasi tatabahasa turut diambil kira. Kata kunci: kognitif bacaan, kanak-kanak pemulihan khas, pembelajaran bahasa Melayu

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.

Pronunciation verification of English letter-sounds in preliterate children

2008 ◽  
Author(s):  
Matthew Black ◽  
Joseph Tepperman ◽  
Abe Kazemzadeh ◽  
Sungbok Lee ◽  
Shrikanth S. Narayanan
Keyword(s):  
Letter Sounds

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.

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