Promoting Alphabet Knowledge Using Peer-Mediated Intervention: A Dynamic Duo for Early Literacy Development
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| Title: | Promoting Alphabet Knowledge Using Peer-Mediated Intervention: A Dynamic Duo for Early Literacy Development |
|---|---|
| Language: | English |
| Authors: | Harris, Kathleen I., Kinley, Hannah L., Cook, Angela |
| Source: | Young Exceptional Children. Jun 2017 20(2):55-68. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, School Readiness, Emergent Literacy, Alphabets, Intervention, Disabilities, Young Children, Peer Teaching, Teaching Methods |
| DOI: | 10.1177/1096250615586027 |
| ISSN: | 1096-2506 |
| Abstract: | One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development and, therefore, are a main focus for early childhood educators (Dickinson & Tabors, 2001; Neuman, 2006). Knowing how to quickly recognize and visually discriminate letters plays a direct role in a child's ability to acquire the basic literacy skills necessary for academic success (Shidler & Harrigan, 2010). This article addresses the importance of alphabet knowledge in early literacy development and suggests peer-mediated intervention (PMI) as an evidence-based intervention strategy helping educators to promote alphabet knowledge and social skills among young children with disabilities. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2017 |
| Accession Number: | EJ1141820 |
| Database: | ERIC |
| Abstract: | One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development and, therefore, are a main focus for early childhood educators (Dickinson & Tabors, 2001; Neuman, 2006). Knowing how to quickly recognize and visually discriminate letters plays a direct role in a child's ability to acquire the basic literacy skills necessary for academic success (Shidler & Harrigan, 2010). This article addresses the importance of alphabet knowledge in early literacy development and suggests peer-mediated intervention (PMI) as an evidence-based intervention strategy helping educators to promote alphabet knowledge and social skills among young children with disabilities. |
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| ISSN: | 1096-2506 |
| DOI: | 10.1177/1096250615586027 |
