An Investigation of Four Hypotheses Concerning the Order by Which 4-Year-Old Children Learn the Alphabet Letters

Autor/inn/en	Justice, Laura M.; Pence, Khara; Bowles, Ryan B.; Wiggins, Alice
Titel	An Investigation of Four Hypotheses Concerning the Order by Which 4-Year-Old Children Learn the Alphabet Letters
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 3, S.374-389 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.07.010
Schlagwörter	Hypothesis Testing; Alphabets; Influences; Preschool Children; Serial Learning; Low Income Groups; Preschool Education; Data Analysis; Educational Policy; Written Language; Language Acquisition; Reading Instruction; Beginning Reading; Memorization + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Buchstabenschrift; Influence; Einfluss; Einflussfaktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Serielles Lernen; Auswertung; Politics of education; Bildungspolitik; Geschriebene Sprache; Sprachaneignung; Spracherwerb; Leseunterricht; Erstleseunterricht; Gedächtnistraining
Abstract	This study tested four complementary hypotheses to characterize intrinsic and extrinsic influences on the order with which preschool children learn the names of individual alphabet letters. The hypotheses included: (a) "own-name advantage," which states that children learn those letters earlier which occur in their own names, (b) the "letter-order hypothesis," which states that letters occurring earlier in the alphabet string are learned before letters occurring later in the alphabet string, (c) the "letter-name pronunciation effect," which states that children learn earlier those alphabet letters for which the name of the letter is in the letter's pronunciation, and (d) the "consonant-order hypothesis," which states that children learn earlier those letters for which corresponding consonantal phonemes are learned early in phonological development. Participants were 339 four-year-old children attending public preschool classrooms serving primarily low-income children. Children's knowledge of each of the 26 alphabet letters was assessed, and these data were tested for the four hypotheses using a linear logistic test model (LLTM). Results from the LLTM confirmed all four hypotheses to show that the order of letter learning is not random, in that some letters hold an advantage over other letters to influence their order of learning. Implications for educational policy and practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10