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The Alphabetic Principle

The Alphabetic Principle
photo by: Fabio
By E. Lilly|C. Green
Pearson Allyn Bacon Prentice Hall

The National Research Council recommendations state that letter knowledge is one of the basic prerequisites for success in literacy learning (Snow et al., 1998). Many experiences with environmental print, books, and other literacy materials give children the opportunity to become familiar with letters and sounds. Through their own active learning and adult scaffolding, young children become aware of the alphabetic principle, the awareness of the systematic relationship between letters and sounds (Neuman et al., 2000). Children will become familiar with the shapes and names of letters when they play with magnetic letters, alphabet puzzles, and matching games, or form letters out of clay. The Montessori system uses sandpaper letters and the movable alphabet to provide kinesthetic stimulation for learning letter forms (Humphryes, 1998). Children who enjoy technology might learn to recognize letters from computer games or by printing out the same letter in different fonts (Schickendanz, 1999). Children can learn letter features by sorting letters that extend below or above the line or matching capital to lowercase letters.

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Excerpted From:

Developing Partnerships With Families Through Children's Literature
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Excerpt from Developing Partnerships With Families Through Children's Literature, by E. Lilly, C. Green, 2004 edition, p. 14.

© ______ 2004, Merrill, an imprint of Pearson Education Inc. Used by permission.  All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.

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