Effects of alphabet-letter instruction on young children's word recognition

Description:

A randomized study of the effects of alphabet-letter instruction on beginning phonetic word recognition in a group of non-English speaking preschool children

Resource Type:

Reports & Papers

Author(s):

Roberts Theresa A.

Publisher(s):

American Psychological Association

Country:

United States

Date Issued:

2003

Source:

Journal of Educational Psychology, 95(1), 41-51

Journal Title:

Journal of Educational Psychology

Volume Number:

Issue Number:

Page Range:

41-51

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

1. Children & Child Development > 1.3. Children with Special Needs & Special Child Populations > 1.3.3. Native Language

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

1939-2176

Online

0022-0663

Paper

Peer Reviewed:

Yes

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