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Reading Psychology Volume 33, 2012 - Issue 5
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Original Articles

Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency, Focus, and Distributed Cycles of Review

Cindy D. Jones Department of Teacher Education and Leadership, Utah State University, Logan, Utah
&
D. Ray Reutzel Department of Teacher Education and Leadership, Utah State University, Logan, Utah
Pages 448-464 | Published online: 16 Aug 2012

Citations (23)

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Read on this site (3)

Patricia F. Vadasy & Elizabeth A. Sanders. (2023) Cognitive Flexibility + Phonics Intervention Effects on Reading Gains. Reading Psychology 44:5, pages 514-542.
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Jennifer J. Chen. (2022) Assessing Preschool Children’s Letter-Name Knowledge: Responsive Practices. Kappa Delta Pi Record 58:3, pages 130-135.
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Kristin Sunde, Bjarte Furnes & Kjersti Lundetræ. (2020) Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School?. Scientific Studies of Reading 24:2, pages 141-158.
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Articles from other publishers (20)

Mya Hernandez, Denise Ross & Ariana D’Arms. (2024) Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers. Behavior and Social Issues.
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Danika L. Pfeiffer & Stacey L. Pavelko. (2023) Evidence-Based Guidance for Alphabet Knowledge Across Service Delivery Models. Perspectives of the ASHA Special Interest Groups 8:6, pages 1157-1167.
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Heidi Anne Mesmer & Anna Kambach. (2022) Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness. The Reading Teacher 76:1, pages 62-72.
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Shayne B. Piasta, Somin Park, Lorianne R. Fitzgerald & Hillary A. Libnoch. (2022) Young children's alphabet learning as a function of instruction and letter difficulty. Learning and Individual Differences 93, pages 102113.
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Patricia F. Vadasy & Elizabeth A. Sanders. (2021) Introducing phonics to learners who struggle: content and embedded cognitive elements. Reading and Writing 34:8, pages 2059-2080.
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. 2021. L'apprentissage de la lecture et ses difficultés. L'apprentissage de la lecture et ses difficultés 297 329 .
Theresa A. Roberts. (2021) Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective. Reading Research Quarterly 56:S1.
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Julia B. Lindsey, Rachelle Kuehl & Heidi Anne Mesmer. 2020. What’s Hot in Literacy: Exemplar Models of Effective Practice. What’s Hot in Literacy: Exemplar Models of Effective Practice 159 180 .
Elizabeth L. Kaye & Mary K. Lose. (2018) As Easy as ABC ? Teaching and Learning About Letters in Early Literacy . The Reading Teacher 72:5, pages 599-610.
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Shayne B. Piasta, Kristin S. Farley, MS, Beth M. Phillips, Jason L. Anthony & Ryan P. Bowles. (2017) Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms. Assessment for Effective Intervention 43:4, pages 249-255.
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. 2018. Language Disorders from Infancy Through Adolescence. Language Disorders from Infancy Through Adolescence 682 779 .
Laura S. Tortorelli, Ryan P. Bowles & Lori E. Skibbe. (2017) Easy as AcHGzrjq: The Quick Letter Name Knowledge Assessment. The Reading Teacher 71:2, pages 145-156.
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Gentry A. Earle & Kristin L. Sayeski. (2016) Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities. Intervention in School and Clinic 52:5, pages 262-269.
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Hope K. Gerde, Megan E. Goetsch & Gary E. Bingham. (2016) Using Print in the Environment to Promote Early Writing. The Reading Teacher 70:3, pages 283-293.
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Shayne B. Piasta, Beth M. Phillips, Jeffrey M. Williams, Ryan P. Bowles & Jason L. Anthony. (2016) Measuring Young Children’s Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments. The Elementary School Journal 116:4, pages 523-548.
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D. Ray Reutzel. (2015) Early Literacy Research. The Reading Teacher 69:1, pages 14-24.
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Katherine A. Dougherty Stahl. (2014) New Insights About Letter Learning. The Reading Teacher 68:4, pages 261-265.
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Shayne B. Piasta. (2014) Moving to Assessment‐Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. The Reading Teacher 68:3, pages 202-211.
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D. Ray Reutzel, Lorilynn Brandt, Parker C. Fawson & Cindy D. Jones. (2014) Exploration of the Consortium on Reading Excellence Phonics Survey. The Elementary School Journal 115:1, pages 49-72.
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Francis L. Huang, Laura S. Tortorelli & Marcia A. Invernizzi. (2014) An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly 29:2, pages 182-192.
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