The ability to label the letters of the alphabet at school entry: a discussion on its value

Abstract

ABSTRACT The article discusses the main findings of a research project into the development of reading in the first year of school. The research questions were addressed by: 1) assessing the range of literacy development exhibited by 191 children on entry to school; 2) identifying the entry skills that most reliably predict success in reading by the end of the first year of school; and 3) considering the extent to which reception teachers facilitate a mastery of literacy by both capitalising on, and teaching to, each pupil's prior knowledge. The findings from the data related to the first two research questions are the focus of this paper. The analyses showed that the ability to identify and label the letters of the alphabet and to write one's own name at school entry were the most powerful predictors of successful reading by the end of the year. Understandings of the conventions of print, although weaker, still had a positive relationship with reading, both at school entry and at the end of the reception year. An explanation of these findings is offered.

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