Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing.

Original languageEnglish (US)
Pages (from-to)11-19
Number of pages9
JournalEarly Childhood Education Journal
Volume44
Issue number1
DOIs
StatePublished - Feb 1 2016

Fingerprint

Preschool Children
preschool child
Reading
Teaching
Group
ability
Growth
instruction
intervention strategy
Control Groups

Keywords

  • Automaticity
  • Beginning reading instruction
  • Consonant–vowel–consonant (CVC) words
  • Decoding
  • Letter-sound knowledge
  • Letter-sound reading
  • Letter-sound reading knowledge
  • Print-to-sound processing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Letter-Sound Reading : Teaching Preschool Children Print-to-Sound Processing. / Wolf, Gail.

In: Early Childhood Education Journal, Vol. 44, No. 1, 01.02.2016, p. 11-19.

Research output: Contribution to journalArticle

@article{ea58272766bd45898c032ad38f28fe2f,
title = "Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing",
abstract = "This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing.",
keywords = "Automaticity, Beginning reading instruction, Consonant–vowel–consonant (CVC) words, Decoding, Letter-sound knowledge, Letter-sound reading, Letter-sound reading knowledge, Print-to-sound processing",
author = "Gail Wolf",
year = "2016",
month = "2",
day = "1",
doi = "10.1007/s10643-014-0685-y",
language = "English (US)",
volume = "44",
pages = "11--19",
journal = "Early Childhood Education Journal",
issn = "1082-3301",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Letter-Sound Reading

T2 - Teaching Preschool Children Print-to-Sound Processing

AU - Wolf, Gail

PY - 2016/2/1

Y1 - 2016/2/1

N2 - This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing.

AB - This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing.

KW - Automaticity

KW - Beginning reading instruction

KW - Consonant–vowel–consonant (CVC) words

KW - Decoding

KW - Letter-sound knowledge

KW - Letter-sound reading

KW - Letter-sound reading knowledge

KW - Print-to-sound processing

UR - http://www.scopus.com/inward/record.url?scp=84954366235&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84954366235&partnerID=8YFLogxK

U2 - 10.1007/s10643-014-0685-y

DO - 10.1007/s10643-014-0685-y

M3 - Article

AN - SCOPUS:84954366235

VL - 44

SP - 11

EP - 19

JO - Early Childhood Education Journal

JF - Early Childhood Education Journal

SN - 1082-3301

IS - 1

ER -