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Related Experiment Videos

Knowing letter names and learning letter sounds: a causal connection.

David L Share1

  • 1Department of Learning Disabilities, Faculty of Education, University of Haifa, Mt. Carmel 31905, Haifa, Israel. dshare@construct.haifa.ac.il

Journal of Experimental Child Psychology
|June 19, 2004
PubMed
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Knowing letter names significantly aids early reading skills by helping children learn letter sounds. This benefit is strongest when letter names contain the actual sound, aiding grapheme-phoneme acquisition.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Education

Background:

  • Learning letter sounds (grapheme-phoneme relations) is foundational for early reading.
  • The common assumption is that letter names facilitate this learning due to sound overlap.
  • Prior research has not definitively isolated the effect of name-sound overlap versus general letter knowledge.

Purpose of the Study:

  • To investigate whether knowledge of letter names aids children in learning letter sounds.
  • To determine if the presence of the target sound within the letter name is crucial for this facilitation.
  • To explore the role of phonemic awareness skills in the letter-name effect.

Main Methods:

  • Experiment 1: Compared children learning letter-like symbols with names containing or not containing target sounds versus control children with unrelated labels.

Related Experiment Videos

  • Experiment 1: Assessed letter-sound learning and phoneme isolation skills.
  • Experiment 2: Replicated findings using a within-subject design with pseudoword names and equated phoneme classes.

    • Main Results:

    • Letter-name knowledge significantly impacted letter-sound learning.
    • Letter names containing the relevant sound facilitated learning more than those without.
    • The benefit of letter names was partially dependent on children's phoneme isolation abilities.

    Conclusions:

    • Letter names can aid letter-sound acquisition, but primarily when the name contains the target sound.
    • Phonemic awareness skills moderate the effectiveness of letter-name knowledge in early literacy.
    • These findings refine our understanding of effective early reading instruction strategies.