Developing phoneme awareness through alphabet books |
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| Authors: | Bruce A Murray Steven A Stahl M Gay Ivey |
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| Institution: | (1) Marquette University, Milwaukee, Wisconsin, USA;(2) The University of Georgia, Georgia, USA;(3) Hartman Education Clinic, Marquette University, Schroeder Complex 145B, P.O. Box 1881, 53201 Milwaukee, WI, USA |
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| Abstract: | Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds ( B is for bear ). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, we gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. We found that all groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness. |
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| Keywords: | Alphabet books Emergent literacy Phoneme awareness Reading acquisition Reading readiness |
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