Chapter 4 Letter Knowledge

1
Chapter 4Letter Knowledge

• Jennifer Balls

2
What?

• Letter Knowledge
• Letters are components of written words
• Letters represent sounds of words
• There are 26 upper and lowercase letters
• Each letter shape corresponds to a letter name
  and sound.

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What?

• Letter Names
• All known letter systems are iconic (the names of
  the letters contain the sounds they represent).
• Factors affecting learning
• Visual form, shape,
• The more alike, the more likely they will
  confuse.
• Phonological characteristics
• The number of phonemes that pairs of letters
  share in the same position.
• Phonologically and Visually Similar
• More likely to confuse letters with similar names
  and well as shapes.

4
What?

• Handwriting
• As students are taught the names, they should
  also be taught how to write those letters.
• In the earliest grades, handwriting is linked to
  basic reading and spelling achievement.
• Young students need detailed instruction on
  formation of letters.
• All need plenty of practice!

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Why?

• Knowing letter names provides a springboard
  for learning and remembering letter sound
  relationships. Allen, Neuhaus Beckwith,
  2005
• Letter knowledge makes it easier for students to
  master the sound/spelling correspondences.
• Letter knowledge helps to make sense of printed
  words
• Letter naming leads to word-reading accuracy and
  fluency, and to reading comprehension.
• Handwriting practice aids in letter recognition
  development
• Fluent handwriting leads to better composition
  skills

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When?

• When To Teach
• By age three learn to sing or recite at least
  part of the alphabet song
• Early grades formal instruction that will help
  them name, recognize, and write letters.
• - No consensus on sequence for teaching
  letters
• - Some letter sounds need more time to be
  taught and learned.

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When?

• WHEN TO ASSESS AND INTERVENE
• 1. Letter Naming Fluency Should include the
  speed and accuracy with which student identify
  letters.
• - Kindergarten (fall, winter,
  spring)
• - 1st grade (fall)
• 2. Handwriting Skills assessment should include
  observations of
• - Execution includes correct and
  consistent pencil hold, posture, and letter
  formation.
• - Legibility involves the readability of
  letters as well as spacing within the words.
• - Speed of Writing contributes to
  students ability to complete tasks efficiently.

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How?

• LETTER NAMES AND SOUNDS
• (UPPERCASE AND LOWERCASE)
• In Kindergarten, it is generally recommended that
  uppercase letters be taught before lowercase
  letters.
• Teach letter formation using a continuous stroke.
• Group together letters that begin in the same
  place and us the same type of stroke.
• Teach proper handwriting posture, paper position,
  and pencil grip.
• Trace and copy letter forms with finger and
  pencil. Repeat multiple times.
• Teach letter name and sound together.

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How?

• STRATEGIES AND ACTIVITIES
• Sing the Alphabet song
• Teach/Model
• - finger trace the letters from top to bottom
  and then back up
• 3. Alphabet Center
• - Blocks, books, letter cards, stencils,
  stamps
• 4. Letter path
• - walk the alphabet with cards on the floor
• 5. Guess what Game
• - Identify letters by feeling their shapes

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How?

• STRATEGIES AND ACTIVITIES Cont
• 6. Skywrite
• - Use finger or pencil to write letters in the
  air.
• 7. Read an Alphabet Big Book
• - Read aloud first, then go back and point to
  target letters.
• 8. Letters in Your Name
• - Match letters to those in his/her own name.
• 9. Alphabet Concentration
• - Match uppercase letter to lowercase letter.
• 10. Guided Practice
• - Student copies what teacher does, then
  repeats on own.

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Conclusion

• Letter names supply convenient verbal labels
  that uniquely identify each letter and that are
  important if a child is to understand the
  language of literacy. - Share, 2004
• A childs ability to identify the letters of the
  alphabet by name is one of the best predictors of
  how readily he or she will learn to read. -
  Treiman, Kessler Pollo, 2006