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Preschoolers' Alphabet Learning: Letter Name and Sound Instruction, Cognitive Processes, and English Proficiency

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Roberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018

This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…

Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups

A (Pan-Canadian) Cluster Randomized Control Effectiveness Trial of the ABRACADABRA Web-Based Literacy Program

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Savage, Robert; Abrami, Philip C.; Piquette, Noella; Wood, Eileen; Deleveaux, Gia; Sanghera-Sidhu, Sukhbinder; Burgos, Giovani – Journal of Educational Psychology, 2013

This report describes a cluster randomized control trial (RCT) intervention study of the effectiveness of the ABRACADABRA (ABRA) Web-based literacy system using a classroom-level RCT intervention with 1,067 children in 74 kindergarten and Grade 1 or Grade 1/2 classrooms across Canada. The authors closely followed the CONSORT criteria for executing…

Descriptors: Foreign Countries, Educational Research, Research Design, Early Reading

Evaluation of a Program to Teach Phonemic Awareness to Young Children.

Peer reviewed

Byrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991

A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)

Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups