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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
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  Data: Promoting Alphabet Knowledge Using Peer-Mediated Intervention: A Dynamic Duo for Early Literacy Development
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  Data: 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
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  Data: 10.1177/1096250615586027
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  Data: 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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      – SubjectFull: Emergent Literacy
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