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Learning of Letter Names Follows Similar Principles across Languages: Evidence from Hebrew

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Title: Learning of Letter Names Follows Similar Principles across Languages: Evidence from Hebrew
Language: English
Authors: Treiman, Rebecca, Levin, Iris, Kessler, Brett
Source: Journal of Experimental Child Psychology. Feb 2007 96(2):87-106.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Descriptors: Orthographic Symbols, Second Language Learning, Semitic Languages, Emergent Literacy, Alphabets, Contrastive Linguistics, Foreign Countries, Error Patterns, Dimensional Preference, Perceptual Development, Spatial Ability, Young Children
Geographic Terms: Israel
DOI: 10.1016/j.jecp.2006.08.002
ISSN: 0022-0965
Abstract: Letter names play an important role in early literacy. Previous studies of letter name learning have examined the Latin alphabet. The current study tested learners of Hebrew, comparing their patterns of performance and types of errors with those of English learners. We analyzed letter-naming data from 645 Israeli children who had not begun formal reading instruction: a younger group (mean age 5 years 2 months) and an older group (mean age 6 years 2 months). Children's errors often involved letters with similar shapes or letters adjacent to one another in the alphabet. Most Hebrew letter names are not very similar to one another phonologically, and there were fewer phonologically based confusions than in English. We found both general frequency effects and frequency effects that reflected the letters in individual children's names. On average, girls knew more letter names than did boys. The results suggest that letter name learning follows similar principles across languages.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ751867
Database: ERIC
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  Data: Learning of Letter Names Follows Similar Principles across Languages: Evidence from Hebrew
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: <searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Semitic+Languages%22">Semitic Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Alphabets%22">Alphabets</searchLink><br /><searchLink fieldCode="DE" term="%22Contrastive+Linguistics%22">Contrastive Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Dimensional+Preference%22">Dimensional Preference</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Development%22">Perceptual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink>
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  Data: Letter names play an important role in early literacy. Previous studies of letter name learning have examined the Latin alphabet. The current study tested learners of Hebrew, comparing their patterns of performance and types of errors with those of English learners. We analyzed letter-naming data from 645 Israeli children who had not begun formal reading instruction: a younger group (mean age 5 years 2 months) and an older group (mean age 6 years 2 months). Children's errors often involved letters with similar shapes or letters adjacent to one another in the alphabet. Most Hebrew letter names are not very similar to one another phonologically, and there were fewer phonologically based confusions than in English. We found both general frequency effects and frequency effects that reflected the letters in individual children's names. On average, girls knew more letter names than did boys. The results suggest that letter name learning follows similar principles across languages.
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      – SubjectFull: Orthographic Symbols
        Type: general
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      – SubjectFull: Semitic Languages
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      – SubjectFull: Israel
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