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

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Author(s)
Neumann, Michelle M
Hood, Michelle
Ford, Ruth M
Neumann, David L
Year published
2013
Metadata
Show full item recordAbstract
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 ...
View more >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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View more >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.
View less >
Journal Title
European Early Childhood Education Research Journal
Volume
21
Issue
4
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