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Relation of Teacher Instruction and Classroom Literacy Environment to Letter Knowledge of Children Who Are At-Rick for Reading Difficulties.

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Title: Relation of Teacher Instruction and Classroom Literacy Environment to Letter Knowledge of Children Who Are At-Rick for Reading Difficulties.
Authors: Hur, JinHee1, Powell, Douglas R.2, Christ, Sharon3
Source: Journal of Family & Consumer Sciences. 2026, Vol. 118 Issue 1, p25-35. 11p.
Subject Terms: *Literacy education, *Head Start programs, *Struggling readers, *Teacher education, *Literacy, *Early childhood education
Company/Entity: Head Start Program (U.S.)
Abstract: While children's letter knowledge strongly predicts later reading ability, research on the Impact of teachers' letter instruction and classroom literacy environment is limited. This study of Head Start classrooms examined (a) the amount of letter instruction across different activities and the physical literacy environment; (b) children's letter knowledge growth in relation to instruction and the literacy environment; and (c) the contributions of instruction and the literacy environment to letter knowledge growth. Findings suggest that letter instruction and the literacy environment generally compensated for each other. Children with lower teacher instruction showed improvements in a higher physical literacy environment, and vice versa. However, higher levels of both were not superior to higher instruction with a lower physical literacy environment. Teacher instruction had a stronger impact on letter knowledge than the physical literacy environment, likely due to its direct engagement with children. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Family & Consumer Sciences is the property of American Association of Family & Consumer Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 191999688
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: Relation of Teacher Instruction and Classroom Literacy Environment to Letter Knowledge of Children Who Are At-Rick for Reading Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Hur%2C+JinHee%22">Hur, JinHee</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Powell%2C+Douglas+R%2E%22">Powell, Douglas R.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Christ%2C+Sharon%22">Christ, Sharon</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Family+%26+Consumer+Sciences%22">Journal of Family & Consumer Sciences</searchLink>. 2026, Vol. 118 Issue 1, p25-35. 11p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink>
– Name: SubjectCompany
  Label: Company/Entity
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  Data: <searchLink fieldCode="DE" term="%22Head+Start+Program+%28U%2ES%2E%29%22">Head Start Program (U.S.)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While children's letter knowledge strongly predicts later reading ability, research on the Impact of teachers' letter instruction and classroom literacy environment is limited. This study of Head Start classrooms examined (a) the amount of letter instruction across different activities and the physical literacy environment; (b) children's letter knowledge growth in relation to instruction and the literacy environment; and (c) the contributions of instruction and the literacy environment to letter knowledge growth. Findings suggest that letter instruction and the literacy environment generally compensated for each other. Children with lower teacher instruction showed improvements in a higher physical literacy environment, and vice versa. However, higher levels of both were not superior to higher instruction with a lower physical literacy environment. Teacher instruction had a stronger impact on letter knowledge than the physical literacy environment, likely due to its direct engagement with children. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Family & Consumer Sciences is the property of American Association of Family & Consumer Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191999688
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.14307/JFCS118.1.25
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 25
    Subjects:
      – SubjectFull: Literacy education
        Type: general
      – SubjectFull: Head Start programs
        Type: general
      – SubjectFull: Struggling readers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Head Start Program (U.S.)
        Type: general
    Titles:
      – TitleFull: Relation of Teacher Instruction and Classroom Literacy Environment to Letter Knowledge of Children Who Are At-Rick for Reading Difficulties.
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            NameFull: Hur, JinHee
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          Name:
            NameFull: Powell, Douglas R.
      – PersonEntity:
          Name:
            NameFull: Christ, Sharon
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          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
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              Value: 118
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            – TitleFull: Journal of Family & Consumer Sciences
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