Journal Article Critique
Research Article 1
Roberts, T. (2003). Effects of Alphabet-Letter Instruction on Young Children's Word Recognition [Electronic Version]. Journal of Educational Psychology, 95 (1), 41-51.
Title
The title of the article gave a fair representation of the topic as it was clear and concise in the wording. The title encompassed the idea that alphabet letter instruction on young children's word recognition would be explored through experiments and analysis. Reading on through the article it was evident that the effects of alphabet letter instruction on you children's word recognition were addressed.
Introduction
Experimental studies have been undertaken throughout the years in relation to alphabet letter instruction. The first of these experiments were undertaken with kindergarten and year one students in the late 1960s and early 1970s. The purpose of these early experiments was to examine the hypothesis that letter-name knowledge played a causal role in the relationship between letter-name knowledge and early reading. If knowledge of letter names was a causal factor, then instruction that increased children's letter-name knowledge should increase early reading performance. It was concluded from these early studies that there was little educational benefit to be gained from letter-name instruction.
A man by the name of Ehri in 1983 critiqued these early studies and concluded they suffered from a number of methodological flaws. The concluded flaws included training may have been too short and not thorough, treatment groups differed, training did not include instruction in how to use letter-name knowledge for word reading and training the children in small groups resulted in insufficient learning.
Since the early studies and Ehri's conclusions a great deal of research has demonstrated that letter knowledge is integrally involved in word recognition. The hypotheses and purpose of this later study was to examine anew the effects of letter-name knowledge associated with
Roberts, T. (2003). Effects of Alphabet-Letter Instruction on Young Children's Word Recognition [Electronic Version]. Journal of Educational Psychology, 95 (1), 41-51.
Title
The title of the article gave a fair representation of the topic as it was clear and concise in the wording. The title encompassed the idea that alphabet letter instruction on young children's word recognition would be explored through experiments and analysis. Reading on through the article it was evident that the effects of alphabet letter instruction on you children's word recognition were addressed.
Introduction
Experimental studies have been undertaken throughout the years in relation to alphabet letter instruction. The first of these experiments were undertaken with kindergarten and year one students in the late 1960s and early 1970s. The purpose of these early experiments was to examine the hypothesis that letter-name knowledge played a causal role in the relationship between letter-name knowledge and early reading. If knowledge of letter names was a causal factor, then instruction that increased children's letter-name knowledge should increase early reading performance. It was concluded from these early studies that there was little educational benefit to be gained from letter-name instruction.
A man by the name of Ehri in 1983 critiqued these early studies and concluded they suffered from a number of methodological flaws. The concluded flaws included training may have been too short and not thorough, treatment groups differed, training did not include instruction in how to use letter-name knowledge for word reading and training the children in small groups resulted in insufficient learning.
Since the early studies and Ehri's conclusions a great deal of research has demonstrated that letter knowledge is integrally involved in word recognition. The hypotheses and purpose of this later study was to examine anew the effects of letter-name knowledge associated with