Abstract
This study compared literacy learning for kindergartners as 12 teachers read 10 popular alphabet books aloud, emphasizing meanings or phonemes, and used centers for independent practice with an alphabet book on audiotape or CD-ROM over a period of four weeks. Researchers taught half the teachers to read the books with an emphasis on phonemes represented by the letters and the other half to focus on meanings of words as the books were read. Within each meaning- or phoneme-emphasis group, teachers had students work with one of the alphabet books, Dr. Seuss's ABC, in a computer center with an animated CD-ROM, or in a listening center with an audiotape and print copy. A total of 152 kindergartners completed pre- and posttests measuring knowledge of vocabulary in the alphabet books, letter names, phonetic cue reading, and phoneme identities. Results for phoneme identities indicated a significant interaction between type of instructional emphasis and media practice. An emphasis on phonemes combined with practice reading the alphabet book while listening to the text on audiotape was significantly more effective than other treatment combinations. Statistically significant improvements from pre- to posttests on all measures suggested that alphabet books are useful materials for beginning literacy instruction.
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