Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
Descriptor
| Alphabets | 1 |
| Emergent Literacy | 1 |
| Family Literacy | 1 |
| Kindergarten | 1 |
| Knowledge Level | 1 |
| Outcomes of Education | 1 |
| Phoneme Grapheme… | 1 |
| Predictor Variables | 1 |
| Preschool Children | 1 |
| Profiles | 1 |
| Reading Instruction | 1 |
| More ▼ | |
Source
| Journal of Education for… | 1 |
Author
| Farley, Kristin S. | 1 |
| Justice, Laura M. | 1 |
| Logan, Jessica A. R. | 1 |
| Piasta, Shayne B. | 1 |
| Strang, Tara M. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkPiasta, Shayne B.; Logan, Jessica A. R.; Farley, Kristin S.; Strang, Tara M.; Justice, Laura M. – Journal of Education for Students Placed at Risk, 2022
Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study utilized a person-centered approach and longitudinal sample of 998 preschool-aged children (M = 56.50 months old) to examine patterns in letter name and…
Descriptors: Profiles, Predictor Variables, Emergent Literacy, Alphabets
