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dc.contributor.authorNeumann, Michelle M
dc.contributor.authorHood, Michelle
dc.contributor.authorFord, Ruth M
dc.contributor.authorNeumann, David L
dc.date.accessioned2017-05-03T13:21:49Z
dc.date.available2017-05-03T13:21:49Z
dc.date.issued2013
dc.identifier.issn1350-293X
dc.identifier.doi10.1080/1350293X.2013.845438
dc.identifier.urihttp://hdl.handle.net/10072/57019
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent197104 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationY
dc.relation.ispartofpagefrom489
dc.relation.ispartofpageto501
dc.relation.ispartofissue4
dc.relation.ispartofjournalEuropean Early Childhood Education Research Journal
dc.relation.ispartofvolume21
dc.rights.retentionY
dc.subject.fieldofresearchEducational Psychology
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode170103
dc.subject.fieldofresearchcode1301
dc.titleLetter and numeral identification: their relationship with early literacy and numeracy skills
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.date.issued2015-08-10T04:12:40Z
gro.hasfulltextFull Text
gro.griffith.authorNeumann, David L.
gro.griffith.authorHood, Michelle H.
gro.griffith.authorNeumann, Michelle M.
gro.griffith.authorFord, Ruth


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