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 language | English (US) |
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Pages (from-to) | 263-277 |
Number of pages | 15 |
Journal | Child Language Teaching and Therapy |
Volume | 21 |
Issue number | 3 |
DOIs | |
State | Published - Oct 2005 |
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Developmental and Educational Psychology
- Clinical Psychology
- Linguistics and Language
- Speech and Hearing