Developing early literacy skills: A meta-analysis of alphabet learning and instruction
A meta-analysis of the effects of instruction and instruction type on alphabet outcomes from 63 studies and 82 independent contrasts
Literature Review
Developing emergent literacy skills: The impact of alphabet instruction
An examination of the effect of alphabetic instruction on children’s letter knowledge and the links between alphabet instruction on children’s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group
Reports & Papers
Emergent literacy intervention for prekindergarteners at risk for reading failure
An examination of the effectiveness of an emergent literacy screening and intervention on the emergent literacy skills of prekindergarten children at risk for reading failure from 220 children from 38 private preschool and child care sites randomly assigned to receive immediate or delayed intervention
Reports & Papers
Fostering alphabet knowledge development: A comparison of two instructional approaches
An examination of the effect of letter instruction on children’s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction
Reports & Papers
How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement
A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio
Reports & Papers
The impact of teacher responsivity education on preschoolers' language and literacy skills
A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers
Reports & Papers
Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement
An examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both 1 and 2 years later, based on data from 366 children in 85 preschool classrooms
Reports & Papers
Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
A study of the effects of instruction in either letter names and sounds or letter sounds only on children's learning of both letter names and sounds, and a study of the potential role of phonological processing skill in that relationship, based on data from 58 English-speaking 3- and 4-year-olds in 4 private child care centers located in a mid-sized city in the southeastern United States
Reports & Papers
Long-term effects of print referencing on literacy achievement
A summary of an examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both one and two years later, based on data from 366 children in 85 preschool classrooms
Fact Sheets & Briefs
