Shayne B. Piasta|David J. Purpura|Richard K. Wagner
Fostering alphabet knowledge development: a comparison of two instructional approaches
The Ohio State University|Florida State University|Florida State University
preschoolaged children n 58 randomly assigned receive small group instruction letter names andor sounds numbers treated control alphabet instruction followed one two approaches currently utilized early childhood classrooms combined letter name sound instruction letter sound instruction thirtyfour 15 minute lessons provided children pre posttested alphabet phonological awareness letterword identification emergent reading developmental spelling measures results suggest benefits combined letter name sound instruction promoting childrens letter sound acquisition benefits generalize emergent literacy skills