68. Promising New Evidence for Improving Alphabet Instruction | 2022 Literacy Symposium

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ In this session, key findings and questions from a published analysis (Roberts, 2021)of four Randomized Controlled Trial studies comparing generic approaches including the use of Embedded Pictograph Mnemonics to teaching beginning alphabet knowledge to preschool students will be presented. Conventions and policy prioritize letter name recognition and capital letter formation, yet until recently very few studies compared generic instructional approaches (e.g. letter order, teaching letter names first versus letter sounds, contextualization, associated images) to letter learning, or, provided conceptual frameworks for procedures or student engagement. Relevance for practitioners and implications for the students who tend to become the most under served in literacy will be discussed.