The development of letter-sound (lS) and letter-name (LN) knowledge and associations with other reading skills differed in 91 children followed from the beginning of kindergarten through the middle of first grade: Previous LN predicted both subsequent LN and LS, but previous LS predicted only subsequent LS. Correlations of LN and LS within each testing time were modest, and both were substantially correlated with alphabet ordering across time. Both LS and LN contributed unique variance in predicting subsequent reading-related skills. Children's knowledge of letter sounds was dependent upon corresponding letter names, supporting Treiman et al.'s (1994) letter-name hypothesis. Results suggest that alphabet knowledge consists of both LN and LS, which have different developmental patterns.
"The ABCs of the ABCs: The Development
of Letter-Name and Letter-Sound Knowledge,"
2, Article 7.
Available at: http://digitalcommons.wayne.edu/mpq/vol45/iss2/7