Description:
An examination of the effect of alphabetic instruction on children?s letter knowledge and the links between alphabet instruction on children?s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group
Resource Type:
Reports & Papers
Funder(s):
Country:
United States