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Knowledge of letter sounds in children from England
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Abstract:
Learning the sounds of letters is important for learning to decode printed words and is a key component of phonics instruction. Some letter sounds are easier for children than others, and studies of these differences can shed light on the factors that influence children’s learning. The present study examined knowledge of the sounds of lowercase letters among children in England, where a government-mandated curriculum specifies the order in which letter sounds should be taught and where letters’ sounds are taught before the names. The participants were 355 children from Nursery (mean age 4 years, 4 months), Reception (mean age 5 years, 4 months), and Year 1 (6 years, 4 months) classes. When order of teaching was statistically controlled, children did better than expected on the initial letter of their first name and worse on visually confusable letters. Unlike the North American children in previous studies, they did not perform better on letters that had their sounds at the beginning of their names than on other types of letters. The sonority and the age of acquisition of the letter’s sound were also not influential. Implications for letter teaching, particularly for children at risk of literacy problems, are discussed.
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Keyword:
letter knowledge; letter sounds; lowercase letters; own-name advantage; phonics
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URL: https://doi.org/10.1017/S0142716419000274
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| 2 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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| 3 |
The role of language production mechanisms in children’s sentence repetition: evidence from an inflectionally rich language
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| 4 |
The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
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| 5 |
Bilingualism and biliteracy in Down syndrome: insights from a case study
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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| 6 |
When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment, and family-risk of dyslexia
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| 7 |
CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children.
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| 8 |
Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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| 9 |
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.
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| 10 |
What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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| 11 |
The development of executive function and language skills in the early school years
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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| 12 |
The foundations of literacy development in children at familial risk of dyslexia
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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| 13 |
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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| 14 |
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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| 15 |
Training phoneme blending skills in children with Down syndrome
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2013)
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| 16 |
Training phoneme blending skills in children with Down syndrome
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In: CHILD LANGUAGE TEACHING & THERAPY , 29 (3) 273 - 290. (2013) (2013)
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| 17 |
The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
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| 18 |
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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| 19 |
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
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| 20 |
Persistence of literacy problems: spelling in adolescence and at mid-life.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2009)
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