References
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
- Carr, R. C., Bratsch-Hines, M., Varghese, C., & Vernon-Feagans, L. (2020). Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten. Journal of Applied Developmental Psychology, 69, Article 101141. https://doi.org/https://doi.org/10.1016/j.appdev.2020.101141
- Chen, J. J. (2016). Connecting right from the start: Fostering effective communication with dual language learners. Gryphon House.
- Chen, J. J., & Ren, Y. (2019). Relationships between home-related factors and bilingual abilities: A study of Chinese–English dual language learners from immigrant, low-income backgrounds. Early Childhood Education Journal, 47, 381–393. https://doi.org/https://doi.org/10.1007/s10643-019-00941-9
- Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/https://doi.org/10.1007/s11145-004-5892-2
- Hindman, A. H., & Wasik, B. A. (2012). Unpacking an effective language and literacy coaching intervention in Head Start: Following teachers’ learning over two years of training. The Elementary School Journal, 113(1), 131–154. https://doi.org/https://doi.org/10.1086/666389
- Huang, F. L., Tortorelli, L. S., & Invernizzi, M. A. (2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly 29(2), 182–192. https://doi.org/https://doi.org/10.1016/j.ecresq.2014.02.001
- Jones, C. D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41(2), 81–89. https://doi.org/https://doi.org/10.1007/S10643-012-0534-9
- Jones, C. D., & Reutzel, D. R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency, focus, and distributed cycles of review. Reading Psychology, 33(5), 448–464. https://doi.org/https://doi.org/10.1080/02702711.2010.545260
- Justice, L. M., Pence, K., Bowles, R. B., & Wiggins, A. (2006). An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21(3), 374–389. https://doi.org/https://doi.org/10.1016/j.ecresq.2006.07.010
- Kaye, E. L., & Lose, M. K. (2019). As easy as ABC? Teaching and learning about letters in early literacy. The Reading Teacher, 72(5), 599–610. https://doi.org/https://doi.org/10.1002/trtr.1768
- McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45(2), 285–308.
- National Association for the Education of Young Children. (2020, April). Developmentally appropriate practice [Position statement]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf
- National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
- National Reading Panel. (2000). Teaching children to read. National Institute of Child Health and Human Development.
- Phillips, B. M., Piasta, S. B., Anthony, J. L., Lonigan, C. J., & Francis, D. J. (2012). IRTs of the ABCs: Children’s letter name acquisition. Journal of School Psychology, 50(4), 461–481. https://doi.org/https://doi.org/10.1016/j.jsp.2012.05.002
- Piasta, S. B. (2014). Moving to assessment-guided differentiated instruction to support young children’s alphabet knowledge. The Reading Teacher, 68(3), 202–202. https://doi.org/https://doi.org/10.1002/trtr.1316
- Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound assessments. Elementary School Journal, 116(4), 523–548. https://doi.org/https://doi.org/10.1086/686222
- Rachmani, R. (2020). The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting. Australasian Journal of Early Childhood, 45(3), 254–265. https://doi.org/https://doi.org/10.1177/1836939120944634
- Stahl, K. A. D. (2014). New insights about letter learning. The Reading Teacher, 68(4), 261–265. https://doi.org/https://doi.org/10.1002/trtr.1320
- Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/https://doi.org/10.1037/0012-1649.38.6.934
- Treiman, R., & Broderick, V. (1998). What’s in a name: Children’s knowledge about the letters in their own names. Journal of Experimental Child Psychology, 70(2), 97–116. https://doi.org/https://doi.org/10.1006/jecp.1998.2448
- Worden, P. E., & Boettcher, W. (1990). Young children’s acquisition of alphabet knowledge. Journal of Reading Behavior, 22(3), 277–295. https://doi.org/https://doi.org/10.1080/10862969009547711