Type of Document Dissertation Author Piasta, Shayne B. Author's Email Address firstname.lastname@example.org URN etd-06052008-134726 Title Developing Emergent Literacy Skills: The Impact of Alphabet Instruction Degree Doctor of Philosophy Department Psychology, Department of Advisory Committee
Advisor Name Title Richard K. Wagner Committee Chair Carol McDonald Connor Committee Member Christopher J. Lonigan Committee Member Christopher Schatschneider Committee Member Mark H. Licht Committee Member Keywords
- Emergent Reading
- Phonological Awareness
Date of Defense 2008-05-14 Availability unrestricted AbstractSmall group instruction was provided to preschool children (n = 58) to examine (1) potential
benefits of systematic alphabet instruction as compared to typical preschool instruction, (2) the
letter name-to-sound facilitation effect, (3) causal relations between alphabet knowledge and
emergent literacy skill development, and (4) the influence of phonological processing abilities on
alphabet knowledge development. Children were randomly assigned to receive letter name and
sound training, letter sound training only, or numeracy training (serving as a treated control).
Thirty-four 15 minute lessons were provided. Results suggest benefits of combined letter name
and sound instruction in promoting children’s letter sound acquisition, possibly due to letter
name-to-sound facilitation. Benefits did not generalize to other emergent literacy skills.
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