Child Care and Early Education Research Connections

Skip to main content

An investigation of factors associated with letter-sound knowledge at kindergarten entry

Letter-sound knowledge is necessary for children to begin reading and writing, and kindergarteners who know only a few letter sounds are at risk for later reading difficulties. This study examines the letter -sound knowledge of 1197 first-time kindergarteners who were economically disadvantaged, in light of six hypotheses about letter-sound knowledge acquisition: (1) the letter-name structure effect hypothesis, (2) the letter-sound ambiguity hypothesis, (3) the letter-name knowledge hypothesis, (4) the own-name advantage hypothesis, and 5) the phonological awareness facilitation hypothesis, as well as the (6) interactions between phonological awareness and letter-name structure. Results using three-level multilevel modeling indicate that letter sounds have varying levels of difficulty and several letter- and child-related factors are associated with naming a letter sound correctly. Implications for instruction are discussed. (author abstract)
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Assessment of young children's letter-sound knowledge: Initial validity evidence for Letter-Sound Short Forms

Reports & Papers

Measuring young children's alphabet knowledge: Development and validation of brief letter-sound knowledge assessments

Reports & Papers

Letter-sound reading: Teaching preschool children print-to-sound processing

Reports & Papers
Release: 'v1.40.0' | Built: 2023-11-07 08:40:06 EST