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  • Letter and numeral identification: their relationship with early literacy and numeracy skills

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    90840_1.pdf (192.4Kb)
    Author(s)
    Neumann, Michelle M
    Hood, Michelle
    Ford, Ruth M
    Neumann, David L
    Griffith University Author(s)
    Neumann, David L.
    Hood, Michelle H.
    Neumann, Michelle M.
    Ford, Ruth
    Year published
    2013
    Metadata
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    Abstract
    The relationship between letter and numeral identification is reviewed to determine whether early identification of these symbols impact upon both literacy and numeracy development. Numerals and letters share similar perceptual properties such as geometric features and arbitrary labels. Through early socio-cultural experiences with surrounding print, children learn to differentiate between these symbols and name them. This knowledge prepares them for the acquisition of conventional literacy and numeracy skills. Studies show that numeral and letter identification are correlated at an early age. Moreover, numeral identification ...
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    The relationship between letter and numeral identification is reviewed to determine whether early identification of these symbols impact upon both literacy and numeracy development. Numerals and letters share similar perceptual properties such as geometric features and arbitrary labels. Through early socio-cultural experiences with surrounding print, children learn to differentiate between these symbols and name them. This knowledge prepares them for the acquisition of conventional literacy and numeracy skills. Studies show that numeral and letter identification are correlated at an early age. Moreover, numeral identification predicts early literacy skills such as word reading. Also, some evidence shows a relationship between letter identification and numeracy skills. The implications of the relationships between letter and numeral identification and subsequent literacy and numeracy skills for research and education are discussed, although further research is warranted. Practical strategies for fostering both numeral and letter identification in young children are suggested.
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    Journal Title
    European Early Childhood Education Research Journal
    Volume
    21
    Issue
    4
    DOI
    https://doi.org/10.1080/1350293X.2013.845438
    Copyright Statement
    © 2013 Routledge, Taylor & Francis. This is an electronic version of an article published in European Early Childhood Education Research Journal, Volume 21, Issue 4, 2013, Pages 489-501. European Early Childhood Education Research Journal is available online at: http://www.tandfonline.com with the open URL of your article.
    Subject
    Educational Psychology
    Education Systems
    Publication URI
    http://hdl.handle.net/10072/57019
    Collection
    • Journal articles

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