Sarah Robins|Rebecca Treiman|Nicole Rosales
Letter knowledge in parent–child conversations
The University of Texas at El Paso|Washington University in St. Louis|Washington University in St. Louis
learning letters important component emergent literacy explored possibility parent speech provides information letters also childrens speech reflects letter knowledge studying conversations transcribed childes macwhinney 2000 parents children aged one five found alphabetic order influenced use individual letters letter sequences frequency letters childrens books influenced parent utterances throughout age range studied childrens utterances age two conversations emphasized literacyrelevant features letters shapes association words letters sounds describing patterns change preschool years offers important insight home literacy environment