Letter names: Effect on letter saying, spelling, and word recognition in Hebrew

By I. Levin, S. Patel, T. Margalit, Noa Barad. Applied Psycholinguistics, 2002

93 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6eacedbd9225e95e9403a8debb2ec317ac298c62

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. Dorit Aram
2. Jean-Noël Foulin
3. I. Levin
4. Mary Ann Evans

In Education

1. Dorit Aram
2. Jean-Noël Foulin
3. I. Levin
4. Mary Ann Evans

Citations in the corpus

• Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, methodology): “These letters were chosen from the 27 Hebrew letters because they were reported as the easiest for young children to name ( Levin, Patel, Margalit, & Barad, 2002 ).”
• Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “To date, several studies have given a negative response to the question, suggesting that LNK is insufficient for children extracting letter sounds in words and accessing the alphabetic principle ( Levin et al., 2002; Treiman et al., 2001).”