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Letter Knowledge (letter + knowledge)
Selected AbstractsThe Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual PopulationLANGUAGE LEARNING, Issue 2 2001Valerie Muter Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not significant predictors of reading skill. The findings are discussed in terms of theoretical notions about the structure of phonological awareness and its impact on early reading development. [source] Letter knowledge precipitates phoneme segmentation, but not phoneme invarianceJOURNAL OF RESEARCH IN READING, Issue 3 2004Julia M. Carroll There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed. [source] Early home-based intervention in the Netherlands for children at familial risk of dyslexiaDYSLEXIA, Issue 3 2009Sandra G. van Otterloo Abstract Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10,min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. Copyright © 2008 John Wiley & Sons, Ltd. [source] Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based interventionJOURNAL OF RESEARCH IN READING, Issue 3 2007Helen E. Whiteley This longitudinal project identified young children at risk of literacy difficulties and asked why some of these children fail to benefit from phonologically based intervention. Reception class children were screened to identify a group at risk of literacy difficulties and a matched group of children not at risk. Profiles were compiled for each child including measures of reading, spelling, memory, rapid naming, vocabulary and phonological awareness. A daily, 15-week, small group intervention was implemented with 67 at-risk children. Those who had not made progress in their literacy following this intervention participated in a second, individually administered intervention. The results indicate that letter knowledge and expressive vocabulary are key factors mediating a child's ability to benefit from a phonologically based intervention. Findings are discussed in the context of a lexical restructuring account of the development of spoken word recognition. [source] Letter knowledge precipitates phoneme segmentation, but not phoneme invarianceJOURNAL OF RESEARCH IN READING, Issue 3 2004Julia M. Carroll There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed. [source] The role of letter knowledge and phonological awareness in young Braille readersJOURNAL OF RESEARCH IN READING, Issue 3 2002Brown, Fiona Barlow Research into sighted children's reading shows that letter recognition skill predicts phonological awareness skill. Congenitally,blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross,sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. [source] The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual PopulationLANGUAGE LEARNING, Issue 2 2001Valerie Muter Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not significant predictors of reading skill. The findings are discussed in terms of theoretical notions about the structure of phonological awareness and its impact on early reading development. [source] Cortisol Reactivity Is Positively Related to Executive Function in Preschool Children Attending Head StartCHILD DEVELOPMENT, Issue 3 2005Clancy Blair This study examined relations among cortisol reactivity and measures of cognitive function and social behavior in 4- to 5-year-old children (N=169) attending Head Start. Saliva samples for the assay of cortisol were collected at the beginning, middle, and end of an approximately 45-min testing session. Moderate increase in cortisol followed by down-regulation of this increase was positively associated with measures of executive function, self-regulation, and letter knowledge but not with measures of receptive vocabulary, emotion knowledge, or false belief understanding. Regression analysis indicates that executive function accounted for the association between cortisol reactivity and self-regulation and letter knowledge. [source] | ||||||||||