This research was supported by a grant from the Canadian Language and Literacy Research Network (CLLRNet) to both authors. We thank the after-school centers Le Garde-Amis and Le Platinum for their exceptional collaboration, Mireille Babineau and Annie Jalbert for their assistance with conducting the experiment, and Mike A. Lawrence for his statistical advice.
Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study
Article first published online: 12 NOV 2009
© 2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 6, pages 1824–1841, November/December 2009
How to Cite
Evans, M. A., Saint-Aubin, J. and Landry, N. (2009), Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study. Child Development, 80: 1824–1841. doi: 10.1111/j.1467-8624.2009.01370.x
- Issue published online: 12 NOV 2009
- Article first published online: 12 NOV 2009
The study monitored the eye movements of twenty 5-year-old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its first letter. Thus, alphabet books along with letter knowledge may facilitate entrance into the partial alphabetic stage of word recognition.