Effect of Letterland on Kindergartners' Phonological Awareness and Phonic Skills Reading is a basic skill that children must attain in order to achieve academic success. Research shows that children as young as preschool and kindergarten are able to learn the foundations needed for later success in reading (van Kleek, Gillam, & McFadden, 1998; Juel, 1988). These foundations include phonics ... Article
Article  |   June 01, 2004
Effect of Letterland on Kindergartners' Phonological Awareness and Phonic Skills
Author Affiliations & Notes
  • Elisa Huff
    Department of Communication Disorders, The University of South Dakota, Vermillion
  • Julie Smith
    Naples, FL
Article Information
Development / School-Based Settings / Speech, Voice & Prosody / Articles
Article   |   June 01, 2004
Effect of Letterland on Kindergartners' Phonological Awareness and Phonic Skills
SIG 16 Perspectives on School-Based Issues, June 2004, Vol. 5, 20-22. doi:10.1044/sbi5.2.20
SIG 16 Perspectives on School-Based Issues, June 2004, Vol. 5, 20-22. doi:10.1044/sbi5.2.20
Reading is a basic skill that children must attain in order to achieve academic success. Research shows that children as young as preschool and kindergarten are able to learn the foundations needed for later success in reading (van Kleek, Gillam, & McFadden, 1998; Juel, 1988). These foundations include phonics and phonological awareness. Phonics instruction stresses sound to symbol correspondence (i.e., the letter l makes the /I/ sound). This sound to symbol correspondence is a major part of the alphabetic principle. The alphabetic principle also includes the knowledge that the printed word and the spoken word are related. Phonological awareness instruction stresses an awareness of spoken sounds and often incorporates activities such as rhyming, blending, alliteration, deletion, syllabification, sound-to-sound matching, and sound manipulation.
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