title: Effects of letter-identification training on letter naming in prereading children.
abstract: Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.
authors.affiliation: University of Kansas.
authors.forename: Yusuke
authors.initials: Y
authors.lastname: Hayashi
authors.forename: Anna C
authors.initials: AC
authors.lastname: Schmidt
authors.forename: Kathryn J
authors.initials: KJ
authors.lastname: Saunders
mesh_terms: D001245:Association Learning; D002675:Child, Preschool; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D009275:Names; D011932:Reading; D012057:Reinforcement, Verbal
keywords: letter identification; letter naming; matching to sample; prereading children; reading