ABC it's Easy as...: Clarifying Alphabet Knowledge Development in Preschool Populations

Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Communication Sciences and Disorders

Major Professor

Howard Goldstein, Ph.D.

Committee Member

Elizabeth Hadley, Ph.D.

Committee Member

Keri Madsen, Ph.D.

Committee Member

Trina Spencer, Ph.D.

Keywords

Assessment, Early Childhood, Emergent Literacy, Instruction, Intervention

Abstract

Alphabet Knowledge (AK) is a critical precursor to literacy development. Despite a clear linkage between AK and childhood reading and later academic success, the progression of how this skill is acquired remains unclear. Through a series of investigations, this dissertation examined the assessment and intervention of AK in preschool populations.

The first study was a systematic review to delineate aspects of AK, focusing on instructional practices, measurement techniques, and how they align. This study synthesized existing literature on AK through a systematic review of 32 studies to identify common themes related to AK definitions, instructional content, and measurement approaches. The systematic review revealed key themes and patterns in AK, including poor alignment between what was assessed and what was taught. This investigation culminated in the creation of a comprehensive conceptual framework for examining AK.

The second study employed a multiple baseline design across four preschool-aged participants with significant delays in AK to assess the effectiveness of an individualized (Tier 3) letter-sound intervention. Each of the participants demonstrated significant growth in letter-sound production when and only when a match-point-say intervention was implemented.

The third study focused on developing and validating a comprehensive AK assessment to capture the multifaceted nature of AK in preschool-aged children. An iterative assessment construction process was used to develop and validate a comprehensive AK assessment tool administered to children aged 3 to 5. This process included focus groups, pretesting, and pilot testing to create a comprehensive AK assessment tool. Results identified developmental differences among 3-, 4-, and 5-year-olds in their mastery of 12 component skills of AK. In addition, an exploratory factor analysis identified two distinct factors within AK; imitation or matching skills encompassed three component skills and the discrimination responding encompassed three component skills.

This dissertation contributes to our understanding of AK progression in preschool populations. The AK conceptual framework synthesized from the systematic review has the potential to serve as a guiding framework for instructional practices and assessment development. The findings from the intervention study underscore the importance of targeted interventions aligned with assessment to improve the effectiveness of AK instruction. Findings reinforce the importance of tailored interventions aligned with the multifaceted nature of AK and highlight the need for comprehensive assessment approaches to accurately capture children's AK development. The development and validation of the Comprehensive Assessment of Alphabet Knowledge can contribute to the field's ability to measure and monitor AK development by focusing on all component skills rather just letter naming and letter-sound production. These insights have the potential to affect early childhood education practices by promoting literacy acquisition in preschool settings.

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