Alphabet Instruction Details for At-Risk Preschool Children

Investigators are studying the best way to teach preschool children the alphabet, a key predictor of successful reading and spelling development. The study includes children with limited early literacy experience and children who are English learners.
Principal
Co Investigators

Theresa Roberts

Details

Alphabet knowledge is a well-established predictor of reading and spelling development. In this series of studies Pat Vadasy, Ph.D., and her team are studying the aspects of alphabet instruction that may account for individual differences in alphabet learning: instructional content (whether to teach letter names, letter sounds, or both); underlying cognitive learning processes that influence alphabet learning (paired associate, articulatory, and orthographic learning); and, the contextualized nature of alphabet instruction and how that affects alphabet learning for preschool children, including children with limited early literacy experience and children who are English learners.

PROJECT PERIOD

7/1/15 - 9/30/18

FUNDING AGENCY

Institute of Education Sciences, U.S. Department of Education

PUBLICATIONS

Roberts, Theresa A., Vadasy, Patricia F., & Sanders, Elizabeth A. (2019). Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter? Reading Research Quarterly

Abstract or Full Text

Roberts, Theresa A., Vadasy, Patricia F., & Sanders, Elizabeth A. (2019). Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences. Reading Research Quarterly.

Abstract or Full Text

Roberts, Theresa A., Vadasy, Patricia F., & Sanders, Elizabeth A. (2018). Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency. Early Childhood Research Quarterly, 44 (3rd quarter); pp 257-274.

Abstract or Full Text