Alphabetic knowledge is a strong predictor of academic success. This multiple
baseline across subjects study examined the effect of an intensive intervention on
the alphabetic knowledge offourpre-school children ages 3;7 to 4;10. Two children
with developmental language delay (DLD) and two with typical language development
(TL) participated in a seven-week intervention target-ing recognition and production
of letter names and sounds. Learning varied considerably among children. Higher
accuracy was noted in name recognition than production. Teacher and parent reports
suggested that this intervention increased children s interest in learning letter
names at home and school.
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