Young Children's Acquisition of Alphabet Knowledge

Worden, Patricia E.; Boettcher, Wendy

doi:10.1080/10862969009547711

Cited by 126 publications

(168 citation statements)

References 18 publications

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“…Worden and Boettcher (1990) found that children's success at naming a word beginning with a particular letter (i.e. naming what we have termed index words) followed the same pattern as other measures of alphabet literacy, increasing steadily with age, but it was the most difficult of their alphabet knowledge tasks.…”

Section: Index Words In Literacy Learningmentioning

confidence: 77%

“…naming what we have termed index words) followed the same pattern as other measures of alphabet literacy, increasing steadily with age, but it was the most difficult of their alphabet knowledge tasks. In that study it was not clear whether children did indeed acquire particular index words, despite training in these associations via alphabet books, because Worden and Boettcher (1990) only recorded the number of letters for which the children could name an index word (i.e. their rate of successful naming), but not which words they produced.…”

Section: Index Words In Literacy Learningmentioning

confidence: 99%

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A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Mankin

Simner

2017

Multisens Res

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This study investigates the origins of specific letter-colour associations experienced by people with grapheme-colour synaesthesia. We present novel evidence that frequently observed trends in synaesthesia (e.g. A is typically red) can be tied to orthographic associations between letters and words (e.g., "A is for apple"), which are typically formed during literacy acquisition. In our experiments, we first tested members of the general population to show that certain words are consistently associated with letters of the alphabet (e.g. A is for apple), which we named index words.Sampling from the same population, we then elicited the typical colour associations of these index words (e.g. apples are red) and used the letter  index word  colour connections to predict which colours and letters would be paired together based on these orthographic-semantic influences. We then looked at direct letter-colour associations (e.g., A  red, B  blue…) from both synaesthetes and non-synaesthetes. In both populations, we show statistically that the colour predicted by index words matches significantly with the letter-colour mappings: that is, A  red because A is for apple and apples are prototypically red. We therefore conclude that letter-colour associations in both synaesthetes and non-synaesthetes are tied to early-learned letter-word associations.

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Section: Index Words In Literacy Learningmentioning

confidence: 77%

Section: Index Words In Literacy Learningmentioning

confidence: 99%

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Mankin

Simner

2017

Multisens Res

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“…According to Murray (1998) the critical task for attaining alphabetic insight is to identify phonemes, that is, to perceive them as the same vocal gesture repeated across different words and then to discover the grapheme-phoneme correspondences (GPCs) in written language. This procedure accords with the theoretical perspective that an approach of "small units first" is most effective for learning English phonics (e.g., Hulme, Hatcher, Nation, Brown, Adams, & Stuart, 2002;Worden & Boettcher, 1990). Although it seems to be that way, it is not always the case.…”

Section: Introductionmentioning

confidence: 48%

Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation

Díaz-Cárdenas

Díaz-Furlong

et al. 2016

IES

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Although there is a growing consensus that, in reading acquisition, it is essential to provide children with learning activities that promote the development of reading cognitive schemes, particularly intra-syllabic related patterns, there is no agreement on which kind of syllabic schemes should be worked out in the first place. The main aim of the present study is to analyse the readings of preschool Spanish-speaking children showing the development of syllabic schemes in the early stages of reading acquisition. Basically, we analyse their responses in relation to their previous knowledge of Spanish grapheme-phoneme correspondences (GPCs) or alphabet knowledge. Our results show that children's recognition and construction of syllabic schemes, from the very first steps in preschool reading acquisition programmes, is facilitated by reading activities presenting shell-nucleus syllabic patterns, for which the only requirement, although not indispensable, is to know the five or six Spanish vowel GPCs. This kind of activity seems to be more adequate than reading drills involving onset-rhyme syllabic analogies that require previous knowledge of consonant GPCs. The conclusion we have reached is that the development of onset-rhyme syllabic reading schemes shows a stronger relation to alphabet knowledge that shell-nucleus syllabic reading schemes, at least in the early stages of reading learning.

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“…Worden et Boettcher (1990) ont noté que la CL croît avec l'âge, que les enfants réussissent mieux les tâches comportant des majuscules que des minuscules, qu'ils connaissent davantage le nom que le son des lettres et qu'il n'y a pas de différences reliées au sexe de l'enfant. Bowey (1995) laisse entendre que de telles connaissances sont moins développées dans les milieux socioéconomiques faibles.…”

Section: Recherches Sur Les Habiletés Métaphonologiques Et La Connaisunclassified

Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphononologiques et de la connaissance des lettres

Brodeur

Deaudelin

Bournot-Trites³

et al. 2004

rse

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Cette étude examine les croyances et les pratiques d’enseignants de la maternelle relativement à deux prédicteurs clés de la réussite de l’apprentissage de la lecture : les habiletés métaphonologiques et la connaissance des lettres. Un questionnaire, acheminé à 508 enseignants franco-québécois, a permis d’obtenir 195 réponses à une question ouverte concernant le sujet à l’étude. Traitées à l’aide d’une analyse de contenu, ces réponses révèlent que les enseignants font part de croyances et de pratiques variées. Tous les enseignants favorables à la connaissance des lettres et au développement d’habiletés métaphonologiques s’entendent sur la nécessité de procéder à un éveil de la lecture et non à un enseignement systématique. Par ailleurs, certains expriment un désir de formation professionnelle en ce domaine.This study examines the beliefs and practices of Kindergarten teachers regarding two key predictors of success in learning to read : metaphonological skills and alphabet knowledge. A questionnaire, to which 508 Franco-Quebec teachers responded, provided 195 responses to an open-ended question related to this theme. Based on an analysis of content, these responses reveal that teachers have a variety of beliefs and practices. All those who supported the importance of letter knowledge and the development of metaphonological skills agree with the importance of developing reading awareness and not with that of systematic teaching. As well, some teachers expressed the need for professional in-service training in this field.Este estudio examina las creencais y las prácticas de los maestros de maternal respecto de dos elementos clave en la predicción para el eprendizaje de la lectura : las habilidades metafonológicas y el conocimiento de las letras. Un cuestionario, enviado a 508 maestros franco-quebenquenses, permitió obtener 195 respuestas a una pregunta abierta respecto del sujeto de estudio. Tratadas por medio del analisis de contenido, esta respuestas revelan que los maestros poseen creencias y prácticas variadas. Todos aquellos que son favorables al conocimiento de las letras y al desarrollo de habilidades metafonológicas, concuerdan en la necesidad de proceder a una sensibilización a la lectura y no a una enseñanza sistemática. Algunos, además, expresan el deseo de tener una formación profesional en este dominio.Dieser Beitrag untersucht die Auffassungen und Praktiken von Vorschulerziehern im Hinblick auf die vermuteten Schlüsselelemente beim Erwerb der Lesefähigkeit, nämlich metaphonologische Fähigkeiten und Kenntnis der Buchstaben. Ein an 508 frankophone Erzieher in Québec verschickter Fragebogen mit einer frei zu beantwortenden Frage zum Thema erbrachte 195 Antworten. Eine Inhaltsanalyse der Antworten ergaben unterschiedliche Praktiken und Auffassungen. Alle Erzieher, die sich für das Erlernen von Buchstaben und für metaphonologische Fähigkeiten ausgesprochen haben, sind sich darüber einig, dass ein langsames Erwecken des Lektüreinteresses einem systematischen Lehren vorzuziehen sei. Einige Erzieher äußerten ...

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Young Children's Acquisition of Alphabet Knowledge

Cited by 126 publications

References 18 publications

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation

Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphononologiques et de la connaissance des lettres

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