g g A Strong Predictor of Future Reading and Writing Success for Young Children
International Reading Association Pre‐Institute on Early g y Literacy
Atlanta, Georgia May 4, 2008
g Learning letter names follows similar p patterns across languages (Treiman, Levin, & Kessler, 2007). Letter naming is a strong predictor (along with phonological awareness) of phonics acquisition h l l ) f h and reading fluency (Evans, Bell, Shaw, Moretti, & Page, 2006; National Reading Panel, 2000; Treiman, weatherston, & Berch, 1994; Stage, Shepard, Davidson, & Browning, 2001).
Knowing letter names accurately and fluently explain significant amounts of variance in later reading ability (Richey, 2004; Richey & Speece, 2006). Writing manuscript letters is an important part of learning letter names and in preventing later writing disabilities in young children (Schlagel, 2007). Knowing letter names is a better predictor of later reading than knowing letter sounds because learning letter names helps children acquire letter sounds since many letter names contain the letter sounds (Share, 2004; Treiman, Tincoff, Rodriguez, Mousaki, & Francis, 1998). & i 8)
Research has shown that learning letter names can be facilitated in a variety of ways (Justice, Pence, Bowles & Wiggins, 2006):
Letters that occur in children’s names Alphabetic order (the bowed serial position curve iti effects are likely to be found with this approach)
p ff Letter pronunciation effect (where the sound of the letter Letter pronunciation effect ( is also in the name) Letter frequency effects (letters that occur most Letter frequency effects frequently in written language) f tl i itt l ) Explicit handwriting instruction and guided practice of correct manuscript letter formation ( correct manuscript letter formation (using correct models p f g as shown below)
g p g Reading aloud alphabet books and discussing letters (Brabham, Murray, and Bowden, 2006)....
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