Comparisons of Letter Name and Letter Sound Training as Transfer Variables

Abstract

What factors influence the acquisition of a reading vocabulary? Instructional variables which produce positive transfer to word recognition are not well understood, although they are widely manipulated in various reading programs. For example, programs based on a language experience approach assume that knowledge of word meanings facilitates word recognition. In contrast, certain basal reader programs appropriate early instructional time to learning letter names, while still other programs with a phonics base emphasize letter sounds as facilitators of later word recognition. The use of letter names as a transfer variable has strong correlational support. Dykstra (1970) reported that the best single predictor of reading achievement is knowledge of letter names (r = .45-.56). On the other hand, Samuels (1970) and Johnson (1970) in experimental studies failed to demonstrate that training in letter names facilitated either word recognition or end of year reading achievement. Nor is the evidence for transfer effects of instruction in letter sounds particularly strong. This variable has been isolated experimen-

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