A Psychogenetic Perspective on Children's Understanding about Letter Associations during Alphabet Book Readings

Abstract

This study examined two preschoolers' understandings about letter associations during repeated alphabet book read alouds with their parents from a Piagetian perspective. Data for the present investigation was excerpted from a larger study in which six preschoolers, ages 3 1/2 to 4 1/2, read seven picture storybooks and two alphabet books three times each in a multiple baseline design over approximately a 30-day period. Applying the principles of Piaget's clinical or inquiry method, a qualitative analysis of the two children's responses to their parents' prompts or use of the formulaic phrase “—– is for —–” showed that neither one associated representative letters with the beginning sounds of names or other appropriate words. Letters were either associated indiscriminately with objects in the pictures or with words in the oral dialogue, irrespective of their beginning sounds. A psychogenetic theory of alphabet book reading is postulated where children first associate letters with any pictured object, then with selected words in the oral text, and only later with initial sound segments. Implications for research and practice regarding the slow evolution of metalinguistic differentiation at the phoneme level and the influence of genre on parent-child discourse are offered.

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