Letter names and alphabet book reading by senior kindergarteners: an eye movement study

Child Development
Mary Ann EvansNadine Landry

Abstract

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.

References

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Nov 3, 2005·Psychological Science·Mary Ann Evans, Jean Saint-Aubin

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Citations

Dec 21, 2018·Assistive Technology : the Official Journal of RESNA·Nikki Heyman
Jan 10, 2019·Developmental Neuropsychology·Kate Cockcroft, Robyn Milligan
Aug 5, 2017·Journal of Psycholinguistic Research·Dan LinLei Mo
May 7, 2019·Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53·Olivia J DerellaAlison E Hipwell

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