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IRTs of the ABCs: children's letter name acquisition.
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Abstract:
We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters--but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction. ; HD052120, HD30988, HD36067, HD36509, HD38880, P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4322910.
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Keyword:
Child; Female; Humans; Language Development; Male; Names; Preschool; Verbal Learning; Vocabulary
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_22710016 https://doi.org/10.1016/j.jsp.2012.05.002 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330515/datastream/TN/view/IRTs%20of%20the%20ABCs.jpg
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Child and Informant Influences on Behavioral Ratings of Preschool Children.
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade
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Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools
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Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
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Successful phonological awareness instruction with preschool children: Lessons from the classroom.
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.
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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
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