Learning to label letters by sounds or names: A comparison of England and the United States

Journal of Experimental Child Psychology

Volumn 102, Issue 3, 2009, Pages 323-341

  Ellefson, Michelle R ^a   Treiman, Rebecca ^b   Kessler, Brett ^b  

^a VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

^b WASHINGTON UNIVERSITY   (United States)

Author keywords

Learning letters; Literacy; Spelling

Indexed keywords

ARTICLE; CHILD; COMPARATIVE STUDY; HUMAN; LEARNING; SOUND; UNITED KINGDOM; UNITED STATES;

CHILD; ENGLAND; HUMANS; LEARNING; SOUND; UNITED STATES; VERBAL LEARNING;

EID: 60249095812     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2008.05.008     Document Type: Article

References (36)

1. Caravolas M., Hulme C., and Snowling M.G. The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language 45 (2001) 751-774
2. Caravolas M., Kessler B., Hulme C., and Snowling M. Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. Journal of Experimental Child Psychology 92 (2005) 307-321
3. Cardoso-Martins C., Resende S.M., and Rodrigues L.A. Letter name knowledge and the ability to learn to read by processing letter-phoneme relations in words: Evidence from Brazilian Portuguese-speaking children. Reading and Writing 15 (2002) 409-432
4. Carnegie Mellon University. (1998). Carnegie Mellon pronouncing dictionary. Available from ftp://ftp.cs.cmu.edu/project/speech/dict/cmudict.0.6d.
5. Carroll J.M., Snowling M.J., Stevenson J., and Hulme C. The development of phonological awareness in preschool children. Developmental Psychology 39 (2003) 913-923
6. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Lawrence Erlbaum, Hillsdale, NJ
7. Department for Education and Skills. (2001). The National Literacy Strategy (DfES 0500/2001). London: DfES Publications centre.
8. Evans M.A., Bell M., Shaw D., Moretti S., and Page J. Letter names, letter sounds, and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing 19 (2006) 959-989
9. Foulin J.N. Why is letter-name knowledge such a good predictor of learning to read?. Reading and Writing 18 (2005) 129-155
10. Foy J.G., and Mann V. Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading 29 (2006) 143-161
11. Gallagher A., Frith U., and Snowling M.J. Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry 41 (2002) 203-213
12. International Phonetic Association. (1999). Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet. Cambridge, UK: Cambridge University Press.
13. Jaffré J.-P. Le traitement élémentaire de l'orthographe: Les procédures graphiques [Elementary processing of orthography: The graphical procedures]. Langue Française 95 (1992) 27-58
14. Jastak S., and Wilkinson G.S. Wide Range Achievement Test. 3rd ed. (1993), Jastak Associates, Wilmington, DE
15. Johnston R.S., Anderson J., and Holligan C. Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing 8 (1996) 217-234
16. Levin I., Patel S., Margalit T., and Barad N. Letter names: Effect on letter saying, spelling, and word recognition in Hebrew. Applied Psycholinguistics 23 (2002) 269-300
17. Levin I., Shatil-Carmon S., and Asif-Rave O. Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology 93 (2006) 139-165
18. Levy B.A., Gong Z., Hessels S., Evans M.A., and Jared D. Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology 93 (2006) 63-93
19. McBride-Chang C. The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly 45 (1999) 285-308
20. Murray B.A., Stahl S.A., and Ivey M.G. Developing phoneme awareness through alphabet books. Reading and Writing 9 (1996) 307-322
21. Muter V., Hulme C., Snowling M., and Stevenson J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology 40 (2004) 665-681
22. Pollo T.C., Kessler B., and Treiman R. Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese. Journal of Experimental Child Psychology 92 (2005) 161-181
23. Reece C., and Treiman R. Children's spelling of syllabic /r/ and of letter-name vowels: Broadening the study of spelling development. Applied Psycholinguistics 22 (2001) 139-165
24. Sénéchal M., and LeFevre J. Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development 73 (2002) 445-460
25. Share D.L. Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology 88 (2004) 213-233
26. Thompson G.B., Fletcher-Flinn C.M., and Cottrell D.S. Learning correspondences between letters and phonemes without explicit instruction. Applied Psycholinguistics 20 (1999) 21-50
27. Treiman R. Beginning to spell: A study of first-grade children (1993), Oxford University Press, New York
28. Treiman R. Use of consonant letter names in beginning spelling. Developmental Psychology 30 (1994) 567-580
29. Treiman R., Goswami U., Tincoff R., and Leevers H. Effects of dialect on American and British children's spelling. Child Development 68 (1997) 229-245
30. Treiman R., Kessler B., and Pollo T.C. Learning about the letter name subset of the vocabulary: Evidence from U.S. and Brazilian preschoolers. Applied Psycholinguistics 27 (2006) 211-227
31. Treiman R., Levin I., and Kessler B. Learning of letter names follows similar principles across languages: Evidence from Hebrew. Journal of Experimental Child Psychology 96 (2007) 87-106
32. Treiman R., Tincoff R., Rodriguez K., Mouzaki A., and Francis D.J. The foundations of literacy: Learning the sounds of letters. Child Development 69 (1998) 1524-1540
33. Treiman R., Weatherston S., and Berch D. The role of letter names in children's learning of phoneme-grapheme relations. Applied Psycholinguistics 15 (1994) 97-122
34. Varnhagen C.K., McCallum M., and Burstow M. Is children's spelling naturally stage-like?. Reading and Writing 9 (1997) 451-481
35. Worden P., and Boettcher W. Young children's acquisition of alphabet knowledge. Journal of Reading Behavior 22 (1990) 277-295
36. Zeno, S. M., Ivenz, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator's word frequency guide [electronic data file]. Brewster, NY: Touchstone Applied Science Associates.