Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children

The purpose of this study was to examine longitudinally the development of letter-sound and letter-name knowledge and their relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did not know how to read. One hundred twenty children age...

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Bibliographic Details
Published in:Reading & writing 2011, Vol.24 (1), p.27-53
Main Authors: Manolitsis, George, Tafa, Eufimia
Format: Article
Language:English
Subjects:
Alphabets
Beginning Reading
Child development
Children
Cognition & reasoning
Correlation
Education
Evaluation Methods
Foreign Countries
Greece
Greek language
Kindergarten
Kindergarten students
Knowledge
Language and Literature
Linguistics
Literacy
Longitudinal Studies
Neurology
Phonetics
Phonological Awareness
Preschool Children
Psycholinguistics
Reading Achievement
Social Sciences
Student Evaluation
Young Children
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Summary:The purpose of this study was to examine longitudinally the development of letter-sound and letter-name knowledge and their relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did not know how to read. One hundred twenty children aged 58–69 months were assessed on letter-sound and letter-name knowledge, as well as on phonological awareness skills at the beginning, the middle and the end of kindergarten. The findings indicated that: (a) kindergarten children knew more letter-sounds than letter-names in almost every case across the assessment points; (b) letter-sound knowledge predicted letter-name knowledge slightly better than vice versa; (c) phonological awareness was associated directly with later letter-sound and letter-name knowledge, and (d) the bidirectional hypothesis between phonological awareness and letters knowledge was not confirmed.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-009-9200-z