Effects of letter-identification training on letter naming in prereading children

Authors

  • Yusuke Hayashi,

    Corresponding author
    1. University of Kansas
    • Address correspondence to Yusuke Hayashi, Division of Social Sciences and Education, Pennsylvania State University–Hazleton, 76 University Drive, Hazleton, Pennsylvania 18202 (e-mail: yuh26@psu.edu) or Kathryn Saunders, Life Span Institute University of Kansas, 1000 Sunnyside Ave., Room 1052, Lawrence, Kansas 66045 (e-mail: ksaunders@ku.edu).

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  • Anna C. Schmidt,

    1. University of Kansas
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  • Kathryn J. Saunders

    Corresponding author
    1. University of Kansas
    • Address correspondence to Yusuke Hayashi, Division of Social Sciences and Education, Pennsylvania State University–Hazleton, 76 University Drive, Hazleton, Pennsylvania 18202 (e-mail: yuh26@psu.edu) or Kathryn Saunders, Life Span Institute University of Kansas, 1000 Sunnyside Ave., Room 1052, Lawrence, Kansas 66045 (e-mail: ksaunders@ku.edu).

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  • Yusuke Hayashi is now at Division of Social Sciences and Education, Pennsylvania State University–Hazleton.
  • This research was supported by NICHD R01 HD048528, P30 HD002528, and P30 DC005803 awarded to the University of Kansas. We thank Tanya Baynham, Janna Skinner, and Megan Stein for work on this project.

Abstract

Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.

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