Preschoolers’ alphabet learning
Letter name and sound instruction, cognitive processes, and English proficiency
Bibliographic Data
| ID | 12138262 |
|---|---|
| Authors | Theresa A Roberts (0000-0003-0371-2698, Oregon Research Institute, corresponding author), Patricia F Vadasy (0000-0002-0809-617X, Oregon Research Institute), Elizabeth A Sanders (0000-0002-1008-8435, University of Washington) |
| Year | 2018 |
| Volume | 44 |
| Pages | 257-274 |
| Publication date | 2018-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2018.04.011 |
| OpenAlex | W2804704919 |
| Language | EN |
| Citations received | 9 |
| References cited | 76 |
Alphabet · Articulation (sociology · Cognition · Linguistics · Mathematics education · Vocabulary · Child Development and Digital Technology · Language Development and Disorders · Psychology · Reading and Literacy Development
Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners
Positive effects of the Letterland curriculum on kindergarteners’ word reading skills and engagement behaviors
Alphabet learning and the uppercase facilitation effect
Letter sound characters and imaginary narratives
Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (Caseba)
An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children
Preschoolers’ Alphabet Learning
Learning Letters
Preschool Instruction in Letter Names and Sounds
Learning to Read the Great Debate
Intraclass Correlation Values for Planning Group-Randomized Trials in Education
Preschool instruction and children's emergent literacy growth.
Why is letter-name knowledge such a good predictor of learning to read?
Outcomes of an emergent literacy intervention in Head Start.
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?
Effects of Different Instructional Approaches on Young Children's Achievement and Motivation
Rapid automatized naming and reading performance
Contexts of reading instruction
Characterizing early childhood education programs for poor and middle-class children
Development in early literacy skills during the pre-kindergarten year in Head Start
An evaluation of two approaches for teaching phonemic awareness to children in Head Start
An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters
Beginning to Read
Developing Early Literacy Skills
The Cooperative Research Program in First-Grade Reading Instruction
The Cooperative Research Program in First‐Grade Reading Instruction
Academic Content, Student Learning, and the Persistence of Preschool Effects
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
Very Early Language Deficits in Dyslexic Children
On the Anglocentricities of current reading research and practice
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,13 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |