An investigation of factors associated with letter-sound knowledge at kindergarten entry |
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Authors: | Francis L. Huang Laura S. Tortorelli Marcia A. Invernizzi |
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Affiliation: | 1. College of Education, University of Missouri, United States;2. Curry School of Education, University of Virginia, United States |
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Abstract: | Letter-sound knowledge is necessary for children to begin reading and writing, and kindergarteners who know only a few letter sounds are at risk for later reading difficulties. This study examines the letter-sound knowledge of 1197 first-time kindergarteners who were economically disadvantaged, in light of six hypotheses about letter-sound knowledge acquisition: (1) the letter-name structure effect hypothesis, (2) the letter-sound ambiguity hypothesis, (3) the letter-name knowledge hypothesis, (4) the own-name advantage hypothesis, and 5) the phonological awareness facilitation hypothesis, as well as the (6) interactions between phonological awareness and letter-name structure. Results using three-level multilevel modeling indicate that letter sounds have varying levels of difficulty and several letter- and child-related factors are associated with naming a letter sound correctly. Implications for instruction are discussed. |
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Keywords: | Letter-sound knowledge Letter-name knowledge Phonological awareness Multilevel modeling |
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