An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters

摘要: Abstract This study tested four complementary hypotheses to characterize intrinsic and extrinsic influences on the order with which preschool children learn names of individual alphabet letters. The included: (a) own-name advantage , states that those letters earlier occur in their own names, (b) letter-order hypothesis occurring string are learned before later string, (c) letter-name pronunciation effect for name letter is letter's pronunciation, (d) consonant-order corresponding consonantal phonemes early phonological development. Participants were 339 four-year-old attending public classrooms serving primarily low-income children. Children's knowledge each 26 was assessed, these data using a linear logistic test model (LLTM). Results from LLTM confirmed all show learning not random, some hold an over other influence learning. Implications educational policy practice discussed.