Effects of Writing Instruction on Letter Sound Acquisition in Kindergarten

Teresa M. Pittner

Abstract

A kindergarten student's knowledge of letters and sounds is essential to successfully learning how to read and write, as well as succeed academically throughout school. This study focused on how writing instruction at the kindergarten level promotes letter sound acquisition. Four kindergarten students participated in the study, each entering kindergarten with letter and sound identification scores lower than the other 11 students in the class. The study occurred over six weeks and the results showed that all four students' letter, sound, and sentence writing abilities grew significantly with daily writing instruction. At the conclusion of the study, all four students were representing accurate beginning, several ending, and some medial sounds in their writing.