Type of Culminating Activity
Graduate Student Project
Graduation Date
12-2010
Department
Special And Early Childhood Education
Major Advisor
Keith Allred
Abstract
Literacy skills are developing in children from the time they are born and should be nurtured during the preschool years (Joint Position Statement, 2005). There are important literacy skill sets for children to acquire to be competent readers. The 2009 National Early Literacy Panel has defined one of these skills as alphabetic knowledge (Bell & Westberg, 2009). Alphabetic knowledge is being able to recognize and name letters and their sounds. The research shows that mastery of alphabetic skills is required before children can engage successfully in phonemic awareness. (Bara, Gentaz & Cole, 2007). Parents can facilitate their child’s mastery of these skills through activities that can be integrated into play and their child’s daily schedule. Educators can provide resources and support for learning these skills through a school-to-home connection. This is invaluable to students who may be at-risk because of disabilities, being an English Language Learner, or living in a low-literacy or poverty home. This project provides a literature review of emergent literacy skills and the need for support of at-risk students. It also includes a resource book of activities that can be sent home for students to work on with their families.
Recommended Citation
Armstrong, Julie Ann, "Developing Alphabetic Knowledge in a School-to-Home Project with Students Who Are At-Risk: Literature Review" (2010). Early and Special Education Graduate Projects and Theses. 5.
https://scholarworks.boisestate.edu/sped_gradproj/5
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons