Using Peer-Mediated Interventions for Promoting Alphabet Knowledge: A Dynamic Synergy for Early Literacy Development

• In Event: Peer Supports in Special and Inclusive Education Communities

Abstract

A need exists for supporting early literacy development, including alphabet knowledge, within inclusive early childhood classrooms. Alphabet knowledge is a significant foundation and a reliable predictor of subsequent success in early literacy. Children who learn to recognize, name, and pronounce specific letters of the alphabet establish affirmative dispositions for future reading success. One intervention strategy with potential positive outcomes in alphabet knowledge is peer-mediated intervention, which creates developmentally appropriate and intentional learning opportunities for peers to take an instructional role in promoting learning, particularly in the areas of social and language development. Creating opportunities for peers to serve as early literacy alphabet helpers with classmates emphasize children’s interests and strengths and can encourage all children in becoming poised readers.

Author

• Kathleen I. Harris, Seton Hill University