Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children

Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten... The purpose of this study was to examine longitudinally the development of letter-sound and letter-name knowledge and their relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did not know how to read. One hundred twenty children aged 58–69 months were assessed on letter-sound and letter-name knowledge, as well as on phonological awareness skills at the beginning, the middle and the end of kindergarten. The findings indicated that: (a) kindergarten children knew more letter-sounds than letter-names in almost every case across the assessment points; (b) letter-sound knowledge predicted letter-name knowledge slightly better than vice versa; (c) phonological awareness was associated directly with later letter-sound and letter-name knowledge, and (d) the bidirectional hypothesis between phonological awareness and letters knowledge was not confirmed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children

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Springer Netherlands
Copyright © 2009 by Springer Science+Business Media B.V.
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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