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The ABC's of

Alphabet Knowledge

Samantha Giammarco, M.Ed.

Renee Mattson, M.Ed.

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    • Attendees will be able to explain the importance of explicit alphabet instruction in an early childhood classroom.
    • Attendees will be able to explain what alphabet instruction from a science-of-reading perspective looks like in an early childhood classroom

Learning Outcomes

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    • Research Associate at the University of Cincinnati Systems Development and Improvement (SDI) Center
    • M.Ed. Curriculum and Instruction Leadership
    • PreK-3 Licensed Teacher
    • K-12 Reading Endorsement
    • LETRS trained; Former Local Certified LETRS Facilitator
    • Former Instructional Designer, Adjunct Professor, Elementary Teacher, Title One Reading Specialist, and Preschool Paraprofessional

Samantha Giammarco, M.Ed.

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    • Research Associate at the University of Cincinnati Systems Development and Improvement (SDI) Center
    • Coordinator for Ohio Partnership for Paraprofessional Preparation (OPEPP.org)
    • Former Faculty Member at Xavier University and Miami University, Special Education Programs
    • Ph.D. Doctoral Candidate-Educational Studies-University of Cincinnati (ABD)
    • Founder of Child in Bloom Parent and Educational Coaching 2012
    • Master Coach Trained in the Early Childhood Coaching Handbook (Shelden, Rush)
    • PreK-12 Licensed SPED Intervention Specialist- 17 years of experience in schools
    • K-12 Gifted Intervention Specialist (Graduate Level M.Ed.)
    • 1-8 Licensed Elementary Teacher

Renee Mattson, PhD

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Let's get to know you!

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What happens when a child enters kindergarten underprepared in literacy?​

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Connect to colleagues at your table. ​

Discuss what you have seen as outcomes for kids in these circumstances. ​

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THINK ABOUT WHAT HAPPENS NEXT?

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Pre-Reflection

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    • 54% of adults read below a sixth-grade literacy level
    • 21% of Americans 18 and older are illiterate
    • About 50% of Americans read so poorly that they can't perform simple tasks like reading prescription drug labels
    • About 40% of students across the nation cannot read at a basic level
    • 85% of juvenile offenders struggle with reading

United States Literacy Statistics

Source: National Literacy Institute's Literacy Statistics

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    • In 2018, more than 40,000 Ohio kindergarteners entered school NOT on track relative to language and literacy skills.

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    • Ohio school children who enter kindergarten ON TRACK in early language and literacy skills are 7X more likely to score PROFICIENT on Ohio's third grade English language arts assessment.

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    • More than 380,000 students were not proficient on Ohio's English language arts tests in grades 3-8 and high school, including more than 50,000 (38.9%) of Ohio's third graders

Ohio Literacy Statistics

Source: Ohio's Plan to Raise Literacy Achievement (2020)

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High-Quality Early Childhood Education Programs

Children in high-quality rated early childhood programs perform slightly better on Kindergarten Readiness Assessments than their peers, specifically in language and literacy.

How would you describe high-quality early childhood LITERACY education?

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Emergent Literacy Components

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Our Focus Today:

Alphabet Knowledge

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Alphabet knowledge is being able to:

    • Identify letter names
    • Identify letter sounds
    • Identify letter-sound correspondences
    • Form letters in writing

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It is a key building block to decoding words in later schooling.

What is alphabet knowledge?

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    • STRONG evidence in published research for whole class instruction of alphabet knowledge (Institute of Education Sciences, n.d.)

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    • Strongest predictor of later reading, spelling, and writing outcomes independent of a child's age, socioeconomic status, IQ, or other emergent literacy skills (NELP, 2008; Paulson & Moats, 2018, p. 133)

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    • Letter name knowledge is the second-best predictor of overall reading achievement in the primary grades following phoneme segmentation (NELP 2008; NRP, 2000 as cited in Paulson & Moats, 2018).

Why teach alphabet knowledge?

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Alphabet Knowledge Development

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Alphabet Knowledge Development

Typically, children:

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    • Learn uppercase letter names before lowercase letter names
    • Learn letter names before letter sounds
    • Recognize letters in their name, especially the first letter, in other print
    • Know most letter names, some sounds, and some letter-sound correspondences before entering kindergarten

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Ohio Preschool Standards

(3-5 years old)

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    • With modeling and support,
      • Recognize and "read" familiar words or environmental print
      • Recognize and name some upper- and lower-case letters in addition to those in first name
      • Demonstrate understanding that alphabet letters are a special category of symbols that can be named and identified.
      • Recognize the sounds associated with letters.

Source: Ohio Department of Education

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Kentucky Preschool Standards

(3-4 years old)

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    • Benchmark 3.3: Demonstrates knowledge of the alphabet
      • Recognize some letters of the alphabet
      • Recognize some letters and words in print
      • Identifies known letters in familiar and unfamiliar print
    • Benchmark 3.4: Demonstrates emergent phonemic/phonological awareness
      • Makes some letter-sound correspondences

Source: Kentucky Early Childhood Standards

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Alphabet Instruction:

A Science of Reading Perspective

In preschool, the most effective alphabet learning is:

    • Developmentally appropriate
    • Systematic
    • Decontextualized
    • Explicit

(Paulson & Moats, 2018; Roberts et al., 2020; Roberts, 2021)

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Systematic Alphabet Learning

Identify a scope and sequence for teaching each letter of the alphabet.

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You may consider:

    • Alphabet order
    • Letter frequency
    • Consonant acquisition order
    • Visual features of letters

(Paulson & Moats, 2018; Roberts et al., 2020; Roberts, 2021)

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Explicit Alphabet Learning

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STORY TIME!

LET'S SEE WHAT THE ALPHABET LESSON WOULD LOOK LIKE IN A PRESCHOOL CLASSROOM.

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In a preschool classroom, Mrs. Smith prepares her small group table for alphabet learning. The children are participating in art, dramatic play, and writing centers.

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Mrs. Smith calls De'Shaun, Taylor, and Bailey back to her table for a short alphabet lesson. These three students all have the letter 'A' in their name and will be learning the sound, name, and shape of the letter today.

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Mrs. Smith starts the lesson.

T:"Today we will learn about the letter 'A'", she says holding the letter card.

T: "The letter 'A' represents the sound /a/. Say /a/."

S: "/a/"

T:"What is the letter's name?"

S: "A!"

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T:"The sound for the letter 'A' is /a/. The sound is made when the mouth is open. Chin drops. Teeth apart. Tongue presses against the inside lower mouth. Quick sound. Voice is on for the sound /a/."

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After modeling the articulation, She gives each student a small mirror and walks them through the proper way to make the sound /a/.

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T:"Now that we've practiced making the sound /a/ for the letter 'A'. I'd like to show you how you can write the letter 'A'."

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T: "We start our letter at the top. Slant. Slant. Line across. That is how we write an uppercase 'A'.

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Students practice writing too.

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T:"Now that we've learned about the letter 'A', let's play a sorting game! I have some cards that have the letter 'A' and some cards that don't. Help me sort them in the pocket chart. Say the letter name and sound when you find the letter 'A'!"

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Students sort the letters practicing the sound and name for letter 'A'.

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Finally, the teacher knows that review of previously learned letter names and sounds is beneficial.

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The teacher flashes a few letter cards to review already learned letters. Students practice the letter names and sounds.

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Environments that Support Alphabet Learning

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Formal Benchmark Assessment

    • Acadience Reading PreK: PELI​
      • Designed for ages 3-5​
      • Storybook format​

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Formative Assessment

    • Checklists​
    • Informal observations​
    • Heggerty Letter Identification and Sounds Assessment

Assessment of

Alphabet Knowledge

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Roberts, T.A., Vadasy, P.F., & Sanders, E.A. (2020). Preschool Instruction in Letter Names and Sounds: Does Contextuzlized or Decontextualized Instruction Matter? Reading Research Quarterly, 55(4), 573-600. doi:10.1002/rrq.284

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The National Literacy Institue. Literacy Statistics. https://www.thenationalliteracyinstitute.com/literacy-statistics

Compass Evaluation and Research, Inc. (2017). Ohio's Step Up to Quality Validation Study Results.

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Head Start Early Childhood Learning & Knowledge Center. Print and Alphabet Knowledge Effective Practice Guide. https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/print-alphabet-knowledge-know

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Kentucky Governor's Office of Early Childhood. (2020). Kentucky Early Childhood Standards.

https://kyecac.ky.gov/professionals/Early-Childhood-Standards/Three-and-Four/Pages/Language-and-Early-Literacy.aspx

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Institute of Education Sciences. (2022, August). Preparing Young Children for School Practice Guide. https://ies.ed.gov/ncee/wwc/PracticeGuide/30

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National Center for Family Literacy. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

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National Reading Panel. (2000). Report of the National Reading Panel--Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: National Institute of Child Health and Human Development.

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Ohio Department of Education. (2020). Ohio’s Plan to Raise Literacy Achievement. Ohio Department of Education. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Ohios-Plan-to-Raise-Literacy-Achievement.pdf.aspx

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Ohio Department of Education. (2022, June 15). Early Learning and Development Standards. https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Early-Learning-and-Development-Standards.pdf.aspx?lang=en-US

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Paulson, L.H. & Moats, L.C. (2018). LETRS for Early Childhood Educators. (2nd ed.) Dallas, TX: Voyager Sopris.

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Roberts, T.A. (2021). Learning Letters: Evidence and Questions From a Science-of-Reading Perspective. Reading Research Quarterly, 56(1),171-192. doi:10.10002/rrq.394

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References

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Continue Your Learning

Ohio Partnership for Excellence in Paraprofessional Preparation

ALL Ohio

Early Childhood Series

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Summing It Up

Thank you! If you have further questions, you can reach us at:

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Renee Mattson

mattsorr@ucmail.uc.edu

Sam Giammarco

giammasa@ucmail.uc.edu

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