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

Levin, Iris; Shatil-Carmon, Sivan; Asif-Rave, Ornit

doi:10.1016/j.jecp.2005.08.002

Cited by 110 publications

(89 citation statements)

References 45 publications

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“…At the same time, in children's social environments references to letters are usually based on names and not sounds, and this makes the names of letters more familiar than their sounds. Despite the issues that we have listed, some recent data (Levin et al, 2006) suggest that preschool children gain equal benefit from training letter names or training letter sounds, in terms of the impact of this knowledge on their ability to recognise words. The same authors also found that the abstraction of a letter's sound was not directly derived from the teaching of the letter's name, inasmuch as for children to familiarise themselves with the phonemic sound of a letter, they had to be taught its sound directly.…”

Section: Introductionmentioning

confidence: 73%

“…On the other hand, the more widespread mobilisation of vowels to represent the sounds in the first syllable by the children in experimental group 1, which used facilitating words whose initial syllable matched the letter name along with guidelines to help the children think about the name of the first consonant in the words, suggests that as Levin et al (2006) say, the hypothesis that the letter name would facilitate access to the letter sound is not correct. Moreover, this is the case despite the fact that all the words in the pre-and post tests began with consonants whose sound appears at the beginning of the letter name-something which Treiman et al (1998) say makes it easier to grasp the sound in question.…”

Section: Discussionmentioning

confidence: 99%

“…This relationship is generally explained by the fact that most letter names contain the sound in question, and this may make it easier for children to grasp grapho-phonetic relationships (Treiman, Tincoff, Rodriguez, Mouzaki, & Francis, 1998). However, the relationships between constructs that are assessed by the name and by the sound of letters are still unclear (Levin, Shatil-Carmon, & Asif-Rave, 2006). Probably the way in which children mobilise this knowledge is mediated by the manner in which they see the nature of writing itself (Alves Martins & Silva, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Letter names and sounds: their implications for the phonetisation process

2008

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Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were 50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn't use them on spelling. Their spelling was evaluated in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words used on training (words whose initial syllable matches the name of the initial letter-Exp. G1 and Exp. G2-versus words whose initial syllable is similar to the sound of the initial letter-Exp. G3 and Exp. G4). They also differed on the instruction used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions designed to make the children think about letter names-Exp. G1 and Exp. G3 -versus instructions designed to make the children think about letter sounds-Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations spellings. There are no differences between groups at the number of total phonetisations but we found some differences between groups at the quality of the phonetisations.

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Section: Introductionmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Letter names and sounds: their implications for the phonetisation process

2008

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“…Children were tested towards the end of their kindergarten year. An experimental training situation was adapted from Levin, Shatil-Carmon and Asif-Rave (2006). In this situation children were presented with unknown letters (letters from the Cyrillic alphabet).…”

Section: Introductionmentioning

confidence: 99%

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo

Diuk¹

2014

Interd

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“…Por outro lado, as referências às letras nos contextos sociais baseiam-se nos nomes e não nos sons das letras. Apesar disso, alguns dados (Levin, Shatil-Carmon, & Asif-Rave, 2006) sugerem que as crianças obtêm ganhos equivalentes quando lhes são ensinadas o nome ou o som da letra, no que respeita à sua capacidade para reconhecer palavras. Os mesmos autores demonstraram que a abstração do som da letra não decorre diretamente do nome da letra, tendo aquele de ser ensinado de forma explícita.…”

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Programas de Intervenção de Escritas Inventadas: Comparação de uma Abordagem Transmissiva e Construtivista

Silva

Almeida²

2015

Psicol. Reflex. Crit.

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ResumoO objectivo deste estudo é comparar programas de intervenção de escritas inventadas de natureza construtivista ou transmissiva. Participaram nesta investigação 78 crianças de idade pré-escolar, cujas escritas não representavam ainda os sons, tendo sido distribuídas por cinco grupos, quatro experimentais e um de controlo, equivalentes quanto à idade, inteligência, número de letras conhecidas e consciência fonológica. Entre o pré e o pós teste, as crianças dos grupos experimentais participaram num programa de intervenção de escritas inventadas de natureza construtivista ou transmissiva, manipulando-se ainda variáveis relacionadas com as características das palavras de treino e o tipo de instruções. Só se verifi cou uma evolução signifi cativa da qualidade das escritas inventadas nas crianças que participaram nos programas de intervenção de natureza construtivista. Palavras-chave: Programas de Intervenção em Escritas Inventadas, construtivismo, instrução transmissiva. AbstractThe aim of this study was to compare two intervention programs of invented spelling, a constructivist and a knowledge-transmission one. Participants were 78 pre-school children, whose invented spelling did not represent any sounds, distributed into fi ve groups, four experimental and a control one with equivalent age, intelligence, number of known letters and phonological awareness. Between the pre--and post-test, children from experimental groups participated in an intervention program of invented spelling (constructivist or knowledge transmission), and there were manipulated variables related to the characteristics of the training words and the type of instructions. There has been signifi cant evolution in the quality of invented spelling only in children who participated in the constructivist intervention programs. Keywords: Invented Spelling Programs, constructivism, knowledge-transmission.Existe uma oposição histórica entre os modelos transmissivos de aprendizagem e o modelo construtivista de aquisição de conhecimentos. O modelo de instrução baseado na perspetiva transmissiva enfatiza a memorização, a exercitação e a prática, necessárias para que haja interiorização dos conhecimentos na memória a longo prazo. Vários autores (Kirschner, Sweller, & Clark, 2006) defendem que a instrução direta e explícita é aquela que providencia, com maior efi cácia, as informações que clarifi cam e explicitam os conceitos e procedimentos que os alunos precisam de aprender. Ainda de acordo com estes autores (Kirschner et al., 2006) a instrução direta e explícita promove maior compreensão e apropriação dos * Endereço para correspondência: Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Rua Jardim do Tabaco, 34, Lisboa, Portugal 1149-041. E-mail: csilva@ispa.pt e tiagoa@eselx.ipl.pt conhecimentos por ser mais compatível com a arquitetura cognitiva humana, nomeadamente no que respeita às relações entre a memória a curto prazo e a memória de trabalho. Assim, a única instrução capaz de promover alterações são as explícitas e diretas, a...

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

Cited by 110 publications

References 45 publications

Letter names and sounds: their implications for the phonetisation process

Letter names and sounds: their implications for the phonetisation process

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo

Programas de Intervenção de Escritas Inventadas: Comparação de uma Abordagem Transmissiva e Construtivista

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