Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers.

Titre:
Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers.
Auteurs: 
TREIMAN, REBECCA; POLLO, TATIANA CURY; KESSLER, BRETT
Journal: 
Applied Psycholinguistics
Date de publication: 
2006
Date de soumission:
août 2, 2017
Abstract: 
To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 US and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children's own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect US children's greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important foundational skills. [ABSTRACT FROM AUTHOR]
Sujet: 
Sous-compétences de lecture fondamentales
Méthodologie: 
Quantitative
Sous-méthodologie (quantitative): 
Étude non interventionnelle
Lieu de l'étude: 
Brésil
Langue du document: 
Anglais
Type de document: 
Article de journal

Citacion:

  • Treiman, R., Kessler, B., & Pollo, T. (2006). Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers.. Applied Psycholinguistics, 27(2), 211-227. Retrieved from https://pdfs.semanticscholar.org/b9d8/9554c579512de82dcd63a0531569b204f5ce.pdf