Young Children Use Letter Names in Learning to Read Words

1999 ◽  
Vol 10 (4) ◽  
pp. 334-338 ◽  
Author(s):  
Rebecca Treiman ◽  
Kira Rodriguez
Keyword(s):  
Young Children ◽  
Learning To Read ◽  
Letter Names

What Children Know about Reading before they can Read

1982 ◽  
Vol 164 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Anne Carter ◽  
William T. Stokes
Keyword(s):  
Young Children ◽  
Developmental Stages ◽  
Visual Stimuli ◽  
Metalinguistic Awareness ◽  
Learning To Read ◽  
Formal Instruction ◽  
Poor Predictor

This paper examines the characteristic achievements of children who have not yet begun formal instruction in reading but nevertheless have begun to discover the significance of print. The strategies that fourteen children (mean chronological ages 1;9-5;8) employ to extract meaning from assorted visual stimuli and the children's metalinguistic awareness of these strategies are examined. Three principal strategies are identified: meaning, decoding, and memory. All children showed some competence with each approach but most revealed decided, if temporary, preferences for specific approaches. Clear developmental stages were not found, and age proved a poor predictor of performance. It is argued that young children display substantial metalinguistic awareness of their own approaches to print and that the three distinct strategies used in learning to read may develop simultaneously but independently.

East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children's Picturebooks

2020 ◽  
pp. 393-420
Author(s):  
Ngoc Tai Huynh ◽  
Angela Thomas ◽  
Vinh Thi To
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
East Asian ◽  
Analytical Framework ◽  
Theoretical Frameworks ◽  
Learning To Read ◽  
Intercultural Awareness ◽  
Semiotic Approach ◽  
Art Forms ◽  
Cultural Constraints

In contemporary Western cultures, picturebooks are a mainstream means for young children to first attend to print and start learning to read. The use of children's picturebooks has been reported as supporting intercultural awareness in children. Multiliteracies researchers suggest that other theoretical frameworks should be applied in addition to the semiotic approach of interpreting picturebooks, especially picturebooks from non-Western cultures. This chapter theorizes how Eastern philosophical concepts influence the meaning-making potential of illustrations in Eastern picturebooks. To do this, the authors first discuss the cultural constraints when applying a contemporary semiotic framework in analyzing non-Western images. The authors introduce a framework developed based on philosophical concepts that have influenced East-Asian art forms, particularly that of painting, to understand the Eastern artistic traditions. The chapter demonstrates how to apply this framework for interpretation of non-Western images to working with multicultural picturebooks.

Learning correspondences between letters and phonemes without explicit instruction

1999 ◽  
Vol 20 (1) ◽  
pp. 21-50 ◽  
Author(s):  
G. BRIAN THOMPSON ◽  
CLAIRE M. FLETCHER-FLINN ◽  
DAVID S. COTTRELL
Keyword(s):  
Whole Language ◽  
Explicit Instruction ◽  
Language Instruction ◽  
Phonological Recoding ◽  
Knowledge Sources ◽  
Learning To Read ◽  
Letter Names

Three studies examined the sources of learning by which children, very early in learning to read, formed correspondences between letters and phonemes when these were not explicitly taught in the whole language instruction they received. There were three classes of predicted knowledge sources: (a) induced sublexical relations (i.e., induction of orthographic–phonological relations from the experience of print words), (b) acrophones from letter names, and (c) transfer from spelling experience. The results of Study 1 indicated that children used both sources (a) and (b). Study 2 results showed that source (a) dominated when the letters were initial components of pseudowords rather than isolated items. The transfer from phoneme-to-grapheme correspondences of the children's spelling was examined in Study 3. The results were not consistent with the use of source (c). The findings of these studies have implications for the question of how early in learning to read children are able to use knowledge from their experience of print words as a source for phonological recoding.

The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis

1994 ◽  
Vol 57 (1) ◽  
pp. 42-71 ◽  
Author(s):  
John Rack ◽  
Charles Hulme ◽  
Margaret Snowling ◽  
Joanne Wightman
Keyword(s):  
Young Children ◽  
Learning To Read ◽  
Direct Mapping ◽  
Mapping Hypothesis

Sex Differences in Knowledge of Letter and Number Names in Kindergarten

1970 ◽  
Vol 31 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Iver A. Iversen ◽  
Norman E. Silberberg ◽  
Margaret C. Silberberg
Keyword(s):  
Sex Differences ◽  
Beginning Reading ◽  
Learning To Read ◽  
Developmental Factors ◽  
Formal Instruction ◽  
Rate Of Learning ◽  
Letter Names

A study of the learning of letter and number names prior to the onset of formal instruction in kindergarten indicated that there are sex differences not only in the rate of learning but in the components of learning. There is a tendency, reported earlier by Gates (1939), for all children to either know the names of most letters and numbers or know only a few. Further, boys had learned their number names at least as well as girls while girls knew significantly more letter names than did boys. These findings exemplify the importance of developmental factors in learning to read which should be taken into account in the teaching of beginning reading.

The development of Chinese character reading and knowledge in young children

2021 ◽  
pp. 251385022110256
Author(s):  
Li Zhang ◽  
Jing Zhou ◽  
Simin Cao
Keyword(s):  
Young Children ◽  
Chinese Character ◽  
Early Years ◽  
Chinese Characters ◽  
Good Readers ◽  
Learning To Read ◽  
Communicative Development ◽  
Level 1 ◽  
Character Reading ◽  
Interest And Knowledge

Early reading and literacy are critical for helping children to become good readers, and character reading and knowledge are important aspects. However, few studies have investigated this issue. By drawing on 127 children between 4 and 6 years of age from five Level 1 kindergartens in Shanghai, this study examined the development of Chinese character reading and knowledge in young children. Character reading was assessed using the revised Chinese Communicative Development Inventory. Children’s knowledge of Chinese characters was administered through three tasks, namely stroke-pattern recognition, visual memorization and component detection, and component positioning. Results indicated that children acquired some characters before formally learning to read and write. Both character reading and knowledge developed rapidly with age. Further, children’s knowledge of Chinese characters was closely associated with their character reading. Findings suggest that children’s interest and knowledge of characters should be fostered during the early years to prepare them to be successful readers.

Rhyme and alliteration in poems elicited from young children

1989 ◽  
Vol 16 (1) ◽  
pp. 181-202 ◽  
Author(s):  
Ann Dowker
Keyword(s):  
Young Children ◽  
Language Development ◽  
Phonological Awareness ◽  
Special Reference ◽  
Age Differences ◽  
Relative Frequency ◽  
Learning To Read ◽  
Language Play

ABSTRACTAttempts were made to elicit poems from 133 children between the ages of 2 and 6. Seventy-eight of the children produced 606 poems between them. Sixty per cent of the poems contained phonological devices; 42% contained rhyme and 26% contained alliteration. There was no obvious age trend as regards the use of rhyme but the frequency of alliteration declined with age. There were no significant age differences as regards the relative frequency with which different phonemes were manipulated in rhyme and alliteration. The possible functions of such sound-based language play in language development are discussed, with special reference both to children's sound play in crib speech, and to the development of phonological awareness and its importance in learning to read.

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