Authors: Lafferty AE, Gray S, Wilcox MJ
Title: Teaching Alphabetic Knowledge to Pre-School Children with Developmental Language Delay and with Typical Language Development
Source: Child Language Teaching and Therapy 2005 21(3): 263-277
Year: 2005
Research Design: Single Case Design

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 of four pre-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 targeting 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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