Why is letter-name knowledge such a good predictor of learning to read?

By Jean-Noël Foulin. 2005

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/48973a5c477bce5ee4ac851a8892cf6f7b42f039

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Stefan Samuelsson
2. R. Olson
3. Y. Kim
4. Erik G. Willcutt
5. Brian Byrne
6. S. Wadsworth
7. J. Defries
8. R. Corley

In Education

1. Stefan Samuelsson
2. Wesley A. Hoover
3. T. Pursoo
4. Leigh Rohde
5. Karen Williamson
6. Deborah Shaw
7. Mary Ann Evans
8. R. Olson

In Statistics and Probability

1. Y. Kim
2. Wesley A. Hoover
3. Leigh Rohde
4. R. Corley
5. Deborah Shaw
6. Mary Ann Evans
7. R. Olson
8. Erik G. Willcutt

Citations in the corpus

• The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children (2009, background): “…children’s knowledge of letter names may be critical for the development of phoneme awareness (Bowey, 1994; Burgess, 2002; Burgess & Lonigan, 1998; Foulin, 2005; Johnston, Anderson, & Holligan, 1996), and some suggested a reciprocal relationship between letter-name knowledge and phoneme…”
• Home Grown for Reading: Parental Contributions to Young Children's Emergent Literacy and Word Recognition (2008, background): “In addition, young children’s letter knowledge, both names and sounds, before school entry and in the early primary grades, is itself predictive of future reading achievement (see reviews by Adams, 1990; Foulin, 2005; Scarborough, 1998).”
• Preschoolers' Attention to Print During Shared Book Reading (2008, background): “Within emergent literacy skills, letter knowledge has been shown to be one of the strongest predictors of later reading success and is thought to be an important link between the various emergent literacy components (see Adams, 1990 ; Foulin, 2005 ; van Kleeck, 2003 , for reviews.”
• Longitudinal twin study of early literacy development: Preschool through Grade 1 (2006, background): “…underlie the often-observed fact that early letter name knowledge, which constituted a substantial part of our print knowledge composite, is the best predictor of subsequent reading levels, even though letter knowledge typically reaches ceiling by the end of the first school year (Foulin, 2005).”
• The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (2019, background): “Letter-name knowledge also contributes to the development of reading ability in three other ways (Foulin, 2005).”
• The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010, neutral): “Overall, the results of the present study suggest that children do take advantage of the iconicity in the learning of letter sounds (Foulin, 2005; McBride-Chang, 1999; Share, 2004; Treiman et al., 1999), and their sensitivity to sound structures in English does enhance probability of learning letter”
• The Comprehensive Emergent Literacy Model (2015, background): “Letter name knowledge has also been shown to be a strong predictor of later reading success in multiple studies over the past two decades (Foulin, 2005).”