Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction

Autor/inn/en	Piasta, Shayne B.; Wagner, Richard K.
Titel	Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction
Quelle	In: Reading Research Quarterly, 45 (2010) 1, S.8-38 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.45.1.2
Schlagwörter	Small Group Instruction; Spelling; Beginning Reading; Alphabets; Emergent Literacy; Tutoring; Literacy Education; Meta Analysis; Reading Instruction; Transfer of Training; Phonological Awareness; Effect Size; Teaching Methods; Elementary School Students; Preschool Children; Kindergarten + Suchen Sie Ihr Suchwort? Schreibweise; Erstleseunterricht; Buchstabenschrift; Frühleseunterricht; Förderkonzept; Nachhilfeunterricht; Meta-analysis; Metaanalyse; Leseunterricht; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10