Letter-Name Versus Letter-Sound Knowledge in Learning To Read.

Samuels, S. Jay

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Peer reviewed

ERIC Number: EJ037108

Record Type: CIJE

Publication Date: 1971

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Letter-Name Versus Letter-Sound Knowledge in Learning To Read

Samuels, S. Jay

Reading Teacher, 24, 7, 604-08, 662, Apr 71

Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)

Descriptors: Alphabets, Auditory Discrimination, Beginning Reading, Behavioral Objectives, Grade 1, Reading Readiness, Reading Research, Task Analysis, Word Recognition

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