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Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
Download full textVadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2020
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2019
This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus…
Descriptors: Preschool Children, Alphabets, Learning Processes, Language Proficiency
