An Analysis of Researcher-Developed Alphabet Knowledge Assessments

• In Event: Autonomy to Vocabulary: Research in Progress in Teaching and Learning.

Abstract

Since at least the 1960’s, research has shown that alphabet knowledge is important in learning to read. Therefore, many researchers have used scores on alphabet knowledge measures as a variable in studies on early literacy development. In more recent years, early literacy researchers have been developing a more nuanced understanding of young children’s alphabet knowledge. For instance, uppercase letters are typically learned before lowercase and some letters (e.g., O, A) are typically easier to learn than others. Therefore, it is time to investigate the measures that are being used to assess alphabet knowledge. In this research-in-progress presentation, we will analyze researcher-developed alphabet knowledge assessments and how these researchers are describing their methodology and results. Most importantly, are they reporting enough details for readers to know what aspect of alphabet knowledge they are assessing and can they replicate the study?

Authors

• Sherri L Horner, Bowling Green State University

• Sharon A. Shaffer, Bowling Green State University