Teaching alphabetic knowledge to pre-school children with developmental language delay and with typical language development

Addie E. Lafferty, Shelley Gray, Martha Wilcox

    Research output: Contribution to journalArticlepeer-review

    4 Scopus citations

    Abstract

    Alphabetic knowledge is a strong predictor of academic success. This multiple baseline across subjects study examined the effect of an intensive intervention on the alphabetic knowledge of four pre-school children ages 3;7 to 4;10. Two children with developmental language delay (DLD) and two with typical language development (TL) participated in a seven-week intervention targeting recognition and production of letter names and sounds. Learning varied considerably among children. Higher accuracy was noted in name recognition than production. Teacher and parent reports suggested that this intervention increased children 's interest in learning letter names at home and school.

    Original languageEnglish (US)
    Pages (from-to)263-277
    Number of pages15
    JournalChild Language Teaching and Therapy
    Volume21
    Issue number3
    DOIs
    StatePublished - Oct 1 2005

    ASJC Scopus subject areas

    • Education
    • Language and Linguistics
    • Developmental and Educational Psychology
    • Clinical Psychology
    • Linguistics and Language
    • Speech and Hearing

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