g g A Strong Predictor of Future Reading and Writing Success for Young Children
International Reading Association Pre‐Institute on Early g y Literacy
Atlanta, Georgia May 4, 2008
g Learning letter names follows similar p patterns across languages (Treiman, Levin, & Kessler, 2007). Letter naming is a strong predictor (along with phonological awareness) of phonics acquisition h l l ) f h and reading fluency (Evans, Bell, Shaw, Moretti, & Page, 2006; National Reading Panel, 2000; Treiman, weatherston, & Berch, 1994; Stage, Shepard, Davidson, & Browning, 2001).
Knowing letter names accurately and fluently explain significant amounts of variance in later reading ability ...view middle of the document...
Singing songs and writing songs can be used to support children’s learning of letter names (Smith, h ld ’ l fl ( h 2000). Writing letters using explicit instruction, guided Writing letters using explicit instruction guided practice, dictation, shared and interactive writing (Stachoviak, 1996; McCarrier, Fountas, & Pinnell, 2000).
Using Children s Names (Krech, 2000) Using Children’s Names
g Using Children’s Names
Jump Rope Rhymes
My name is ___(Cammie)__________. And my friend’s name is ___(Annie)___________. And my friend’s name is (Annie) We come from ___(Alabamie)_____________. And we sell ____(Chocolate Candy)___________.
Class Names Bingo Cl N Bi Chants
Who stole the cookies from the cookie jar? j __(Jamal)_________ stole the cookies from the jar. Who me? Yes you! Couldn’t be! Then who stole the cookies from the cookie jar?
Using Alphabetic Order and Read Aloud
S o r t
Using Letter Frequency (Fry, 2004)
Consonants in order of frequency:
r, t, n, s, l, c, d, p, m, b, f, v, g, h, k, w, th, sh, ng, ch, x, z, j, qu, wh, y
Vowels in order of frequency:
Short i, a, e, schwa, long o & e, short u & o, long a, u, & i, r Short i a e schwa long o & e short u & o long a u & i r controlled a & o, ou, oo, oi, air, ar
Naming the Letters
Saying the names of letters not only reinforces the names of letters but also many of the sounds (except g (hard g sound), h, w & y): ( ) )
Vowels – a, e, i, o, & u Consonants b, c, d, f, j, k, l, m, n, p, q, r, s, t, v, x, z Consonants – b c d f j k l m n p q r s t v x z Letters where the sound of the letter is at the beginning of the letter names are learned easiest, then at the end of the letter names, and then not in the letter names th l tt d th t i th l tt (Treiman, et al., 1994; 1997; 1998; 2003).
Writing the Letters
Explicit teaching and guided practice of letter forms facilitates writing and letter naming fluency (Graham, Harris & Fink, naming fluency (Graham Harris & Fink 2000; Schlagal, 2007).
Short daily practice sessions are most effective Teacher demonstrations of how to form a letter while describing how it is formed is g best for younger children. Copying or tracing a letter from a correct model is helpful for children s practice. model is helpful for children’s practice When doing this children should use a “look, say, cover, write, check” technique.
Writing the Letters
Explicit teaching and guided practice of letter forms facilitates writing and letter naming fluency (Graham, Harris & Fink, 2000; Schlagal, 2007). )
Using pictographs in story or song‐based instruction for introducing letters such as is found in the British Letterland g approach is helpful.
g Searching for Letters in Print
Playing “I Spy with My Little Eye”
Supplies needed – several copies of a simple children’s book, washable ink pens, clear transparencies, sponge and book washable ink pens...