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    Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers

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    Edwards_ku_0099D_12055_DATA_1.pdf (999.0Kb)
    Issue Date
    2012-05-31
    Author
    Edwards, Liesl
    Publisher
    University of Kansas
    Format
    133 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Psychology & Research in Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    This study analyzed the performance and growth in letter knowledge and letter identification skills of children across an academic year. Repeated measures analyses of variance were conducted on letter name knowledge measures administered at three time points for all participating children (N=177) and seven time points for children (n = 106) identified as below benchmark based on their initial performance on the Test of Preschool Early Literacy (TOPEL; Lonigan, Wagner, & Torgesen, 2007). The analyses were used to examine differences among children's performance based on a number of variables including initial classification as at- or below-benchmark, home language status, time, and quality of instruction in the child's classroom. Additionally, latent growth models were developed to evaluate relationships among the variables relative to the trajectory of growth of letter knowledge skills for children (n = 114) identified as below benchmark. The findings indicated positive growth for participating children, in terms of the numbers of uppercase letters they were able to identify, and some observable differences between identified groups of children. However, the differences and changes observed did not always meet levels of statistical significance. Across all analyses, age explained a significant portion of the variance in the number of letters children were able to correctly identify. Results suggest that early instruction and intervention can be effective in improving the alphabet knowledge skills of at-risk preschoolers; however, further research is needed to better identify and understand the factors that impact growth including individual, home, and educational variables.
    URI
    http://hdl.handle.net/1808/10003
    Collections
    • Dissertations [4321]
    • Education Dissertations and Theses [1068]

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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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