Shayne B. Piasta|Richard K. Wagner
Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
The Ohio State University|Florida State University
preschoolage children n58 randomly assigned receive instruction letter names sounds letter sounds numbers control multilevel modeling used examine letter name sound learning function instructional condition characteristics letters children specifically learning examined light letter name structure whether letter names included cues respective sounds childrens phonological processing skills consistent past research children receiving letter name sound instruction likely learn sounds letters whose names included cues sounds regardless phonological processing skills children higher phonological skills showed similar effect control condition practical implications discussed