Letter Naming Research Articles

Metode Pendidikan Qur’ani Dalam Surat Luqman (Analisis Maqāṣidī Melalui Tafsir Ibnu Asyur)

Luqman Al-Hakim is a special figure whose story is immortalized in the Al-Qur'an and his name is even used as one of the names of letters in the Al-Qur'an. One form of Luqman Al-Hakim's special qualities as described by Allah SWT in the Al-Qur'an is when he acted as a father and educator for his son. Luqman uses effective educational approaches and methods that we can use as role models for Qur'anic education methods today. This article aims to analyze what and how Qur'anic education methods are found in Luqman's teaching process towards his son as stated in Surah Luqman verses 12 to 19. This qualitative research uses a content analysis method which makes the interpretation of Al-Taḥrīr wa Al-Tanwīr Ibn Asyur's work as an object of research study. This tafsir was chosen because Ibn Assyur, apart from being known as a contemporary educational figure in Tunisia, he used a maqāṣidī tafsir approach in his tafsir work to explore the main values or objectives of the Al-Qur'an (Maqṣad) which are applicable to every condition of place and time. The main finding of this study is that in teaching his son, Luqman Al-Hakim used six teaching methods, namely: educating with a wise and loving attitude, understanding the priority scale of teaching material, using analogies in delivering the material, providing a general overview before entering. into the details of the material, attracting students' attention, and always providing rationalization for each material taught so that it is easily accepted and understood by students.

Decoding Abilities in Early Elementary School Bosnian Children: Towards a Better Understanding of Reading

<p style="text-align: justify;">Acquiring mastery in reading is considered one of the primary academic skills during the early years of elementary school. Additionally, attaining proficiency in reading during the early grades of elementary school serves as a strong predictor for future academic achievements and overall success in life. This cross-sectional study aimed to examine the effect of several linguistic and cognitive variables on decoding abilities in the Bosnian language. The sample consisted of 153 children in the 2nd to 5th grades of elementary school. To assess decoding abilities, we employed tasks involving reading real words and non-words (pseudowords). The key predictors for both tasks included phonological awareness, rapid automatized naming of letters, working memory, and processing speed. Both models accounted for approximately 64% of the variance in the scores, signifying a substantial advancement compared to existing models of reading in the Bosnian language. The results of this study may contribute to the development of targeted and effective reading interventions in early elementary education.</p>

Swipe, tap, read? Unveiling the effects of Touchscreen devices on Emergent Literacy Development in preschoolers

Emergent literacy skills are vital for children’s reading and writing development. While touchscreen devices have been linked to enhanced emergent literacy in developed countries, their impact in low- and middle-income countries (LMICs), with limited access to quality apps, is underexplored. Thailand, classified as an upper-middle-income country, presents a unique context with its specific challenges in educational technology, which have not been extensively studied. This study examined the relationship between touchscreen device usage and emergent literacy development in Thai preschool children. Using a cross-sectional design, we analyzed data from 317 Thai children aged 5–6 years, assessing their emergent literacy skills and examining the association with touchscreen device usage through logistic regression analysis. Our findings showed that 79.5% of participants engaged with touchscreen devices, and there was an observed trend suggesting that exclusive tablet users might exhibit enhanced phonological awareness, letter naming, and rapid automatized naming skills. However, these potential improvements did not reach statistical significance when primary caregiver characteristics were taken into account. Our findings highlight the complexity of this relationship and underscore the need for further research to elucidate the potential influences of application quality and screen time engagement on emergent literacy, particularly in LMICs.

PARTNER COLLABORATION PROGRAM TO ASSIST THE 74 HAFIZUN ALIM FOUNDATION IN CREATING MOCKUPS OF THE AL-QURAN PILLARS

This Partner Collaboration Program aims to assist the 74 Hafidzun Alim Foundation in creating mockups of the Al-Quran Pillars through the design stage of 2D and 3D architectural drawings to be applied visually. This mockup can be simulated as educational material for memorizing the Al Quran graphically using digital methods. The implementation method involves six (6) stages involving lecturers, students and partners, from initial consultation to monitoring and evaluation. This activity seeks to solve the problem of partners who cannot develop their findings into products more easily recognized and understood by the Muslim community in memorizing letter numbers, letter names and the number of verses in the Al Quran. The result of this activity is a mockup of the Graphic Al Quran Pillar Educational model, which can be digitally simulated. Y74HA has been able to operate a 3D mockup model of the Pillar of the Al Quran with a digital system and use it to broadcast the method of memorizing the Al Quran graphically so that Muslims can easily find out and remember the surah number, surah name and number of verses, by simply pressing the Surah button—the desired Qoran. The assistance provided by Budi Luhur University in creating working drawings and making mockups of Al-Quran Pillar models for partners has succeeded in developing a new business practice plan for Y74HA, namely a method to create digital graphic Al-Qurans, as a foundation business unit.

Efficacy of a Supplemental Small-Group Early Literacy Intervention Implemented by Early Childhood Educators.

Phonological awareness and alphabet knowledge are fundamental building blocks for literacy development. We identified preschoolers with persistent delays in these skills and evaluated the efficacy of a supplemental curriculum to remediate deficits in early literacy skills. Using a cluster design, 21 classrooms were randomly assigned to early literacy versus language intervention conditions. Sixty children identified through fall semester assessments of phonological awareness and alphabet knowledge were enrolled in small-group instruction. Teachers completed eLearning modules, used a digital platform to enter data and facilitate data-based decision making, received practice-based coaching, and delivered 12 weekly units of an early literacy curriculum. Comparison teachers delivered similarly administered small-group language instruction. Large effects were evident for letter sounds, phoneme segmentation, first sound, and first sound fluency measures (d = 0.92, 4.77, 1.15, and 1.50, respectively), and nonsignificant, small effects for letter naming and blending measures (d = 0.26 and 0.27). This early literacy intervention package had practical benefits, with 90% of experimental group preschoolers exceeding the phonemic awareness benchmark for beginning kindergarten compared to 45% in the comparison group, for example. Providing preschool teachers with tools and support for implementing a tiered approach to early literacy intervention holds promise for producing impressive gains in skills required for children to succeed in later schooling.

Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors

ABSTRACT Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read. However, the literature shows conflicting results. Using an associative learning theory framework, the present study examined the influence of child and letter characteristics on LNK in French-speaking children. Children aged 3 to 5–6 years were asked to name the 26 letters of the alphabet printed in uppercase (Study 1) or printed or cursive lowercase (Study 2). Several effects on their naming scores were tested: gender, letters in the first name, letter frequency in print, letter rank in the alphabet, shape similarity between letter cases, and phonological effects related to letter name type. Learning to name uppercase letters relied primarily on knowledge of the personal name letters, whereas learning to name lowercase letters relied heavily on the similarity in shape of these letters to their uppercase counterparts (or for cursive letters, to their lowercase printed analogs). Practice or Policy: Some practical consequences are drawn from the associative learning perspective, such as pairing uppercase and lowercase letters with their name and sound at the same time. In addition, grouping letters according to their shape stability through their case may be an advantageous strategy for teaching letter names.

Dyslexia Antedating and Postdating Epilepsy Onset

IntroductionIn children with epilepsy, comorbidities are frequent. In dyslexia, comorbidities are increasingly acknowledged. Little is known about temporal aspects (dyslexia antedating or postdating epilepsy onset, time interval), epilepsy types, and dyslexia phenotypes.MethodFrom over 1000 files of children with epilepsy, 51 cases were retrospectively identified with a formal diagnosis of dyslexia. Ages at diagnoses of dyslexia and epilepsy, epilepsy variables, and dyslexia-related neuro-cognition (phoneme deletion and rapid letter naming) were recorded.AnalysesTemporal variables, epilepsy variables, and neuro-cognition were analyzed with chi-squared, t tests, ancova, and generalized linear models.ResultsDuration of epilepsy to diagnosis of dyslexia ranged from − 5.5 years (dyslexia antedating epilepsy) to 10.1 years. In 35% of the children, diagnosis of dyslexia antedated the emergence of epilepsy. Dyslexia was seen across seizure types, with some preference for temporal lobe and rolandic epilepsy; rates for antedating and postdating dyslexia were similar. Notably, encephalopathic development was also seen. No specific dyslexia phenotype was seen. Children with dyslexia diagnoses after or in close temporal relationship to diagnoses of epilepsy (shortly before or after) scored lower on phonology and naming.ConclusionAntedating and postdating dyslexia can be seen in all epilepsy types. In a natural setting, dyslexia may antedate or postdate the emergence of epilepsy by several years. Around the time the epilepsy is about to surface, scores on dyslexia-related neuro-cognitive tasks are lowest, suggesting a bidirectional effect of the seizure condition on cognition. Encephalopathic development may be mimicking dyslexia criteria in some cases.

Progress in elementary school reading linked to growth of cortical responses to familiar letter combinations within visual word forms.

Learning to read depends on the ability to extract precise details of letter combinations, which convey critical information that distinguishes tens of thousands of visual word forms. To support fluent reading skill, one crucial neural developmental process is one's brain sensitivity to statistical constraints inherent in combining letters into visual word forms. To test this idea in early readers, we tracked the impact of two years of schooling on within-subject longitudinal changes in cortical responses to three different properties of words: coarse tuning for print, and fine tuning to either familiar letter combinations within visual word forms or whole word representations. We then examined how each related to growth in reading skill. Three stimulus contrasts-words versus pseudofonts, words versus pseudowords, pseudowords versus nonwords-were presented while high-density EEG Steady-State Visual Evoked Potentials (SSVEPs, n=31) were recorded. Internalization of abstract visual word form structures over two years of reading experience resulted in a near doubling of SSVEP amplitude, with increasing left lateralization. Longitudinal changes (decreases) in brain responses to such word form structural information were linked to the growth in reading skills, especially in rapid automatic naming of letters. No such changes were observed for whole word representation processing and coarse tuning for print. Collectively, these findings indicate that sensitivity to visual word form structure develops rapidly through exposure to print and is linked to growth in reading skill. RESEARCH HIGHLIGHTS: Longitudinal changes in cognitive responses to coarse print tuning, visual word from structure, and whole word representation were examined in early readers. Visual word form structure processing demonstrated striking patterns of growth with nearly doubled in EEG amplitude and increased left lateralization. Longitudinal changes (decreases) in brain responses to visual word form structural information were linked to the growth in rapid automatic naming for letters. No longitudinal changes were observed for whole word representation processing and coarse tuning for print.

Fingerspelling Used in Classrooms by Teachers of the Deaf and Hard-of-Hearing.

Studies have shown the benefits of fingerspelling on literacy skills in school-age deaf and hard-of-hearing students. This study is an observation of 20 first- and second-grade classrooms. The classroom observations were coded for fingerspelling event frequency, type, length, and whether it was chained to print. The observations showed that teachers used an average of 54 fingerspelled events during 40-min lessons. Teachers' frequency of fingerspelling was positively related to students' frequency of fingerspelling. The types of words fingerspelled included Vocabulary (nouns, verbs, adjectives, and adverbs), Function (prepositions, articles, and conjunctions), Abbreviations, and Single Letter Names (i.e., manual alphabet). Teachers most frequently fingerspelled Vocabulary words (57.9%, SD = 22.1%) followed by Function words (15%, SD = 11.2%). The average length of Vocabulary and Function words were 4.2 (SD = 0.7) and 2.9 (SD = 1.1) letters, respectively. Teachers chained fingerspelling to print 20% (SD = 10%) of the time. We suggest that teachers could increase and more systematically use fingerspelling in early-elementary classrooms, explicitly bridging the connection between fingerspelling and print given its association with reading.

Development of Phonological Processing Test in Marathi (PPT-M) for Young Adults

IntroductionCentral auditory processing and phonological processing are interconnected as they both involve successful intertwining of auditory, cognitive, and language mechanisms. A deficit in the ability to process spoken language can result in CAPD. The aim of this study was to develop a test (PPT-M) to evaluate the level of phonological processing among young Marathi-speaking adults. A second aim was to investigate the difference in the phonological processing of words and non-words.Material and methodsThe PPT-M test included three subtests: phonological awareness, phonological working memory, and phonological retrieval. For the awareness and memory tasks, the stimulus was words and non-words, whereas rapid automatised naming (RAN) of digits and letters was used to assess the retrieval task. Data was collected from 40 young adults aged 18 to 25 years. We recorded accuracy and time taken to complete the tasks.ResultsResults of item analysis suggest that the developed tool has good reliability. No significant gender effect was observed. A stimulus effect was observed for the phonological processing test.ConclusionsThe Phonological Processing Test in Marathi (PPT-M) has good internal consistency and reliability. Words and non-words are processed differently and the time required to respond to both varies. There were no gender differences. In the phonological awareness test, blending and segmentation tasks required more time to complete and had reduced accuracy.

Intertextual questions analysis in composer’s creative activity, sound symbols in contemporary musical thinking

The represented research - “İntertextual questions analysis in composer’s creative activity, sound symbols in contemporary musical thinking” - is devoted one of the leading and original peculiarities contemporary music first summarized research. The research gives author’s style systematic observing offering, its universal phenomenas, language conformities and composer’s technique principals. Composers musical creations represented in contemporary music culture wide context for the first time are examined in composer’s thinking leading categories aspect in the article. On represented theme study, big attention is allocated to musical analysis new methods and also new theory study, directed towards composer’s creations artistic content and mode contemporary comprehension, intertextual questions analysis in composer’s creative activity, sound symbols in contemporary musical thinking. Examples of multi-layered “open texts” in the Azerbaijani musical experience have been in focus in the works of Azerbaijani composers Uzeyir Hajibeyli and Khayyam Mirzazadeh. These examples are interesting in terms of intertextual principles and various experiments that lead to different compositional structures. In the article, cryptogram problems created on behalf of composers such as J. S Bach, Robert Schumann, Dmitriy Shostakovich, Alban Berg, Edison Denisov, Khayyam Mirzazadeh were examined. Quotations, anagrams, paraphrases used in composers’ music has been investigated. This article was devoted to the sound (audio) symbol in modern musical thinking. Conception of code, widely used in semiotics, in linguistics, culturology, genetics, mathematics haven’t found yet its place in terminological system of science of music. The author of the article reveals individual musical conceptions on the base of interesting samples, directing attention to different experiments, which opens way to the intertext concepts.

The effect of name letter on market prices: Field experiments on seller behavior

The name letter effect—that people's choices are affected by the similarity between the first letter of the choice and the chooser's own first name letter—has been documented in multiple consumer behavior fields. However, little is known about its impact on the supply side of the market, that is, on seller behavior. Hence, this study utilizes field experiments in which sellers on a second-hand online platform are approached with distinct names to analyze their responses. The results show that sellers change the offered price of second-hand products sold on online platforms based on the customer's name. The results suggest that, on average, sellers agree to reduce the selling price more when approached by a consumer with a name that starts with the same letter and that the economic value of the name letter effect is approximately 3.5–5% of the product's initial requested price. Notably, the results are robust when examined with both between- and within-subject designs and when analyzing sellers' reactions to customers approaching them anonymously.

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration

Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.

PSEUDONYMS INCLUDING CHURCH SLAVONIC NAMES OF CYRILLIC LETTERS: STRUCTURE AND METHODS OF FORMATION ARTICLE 2

In the second article of a series devoted to the study of the structure and methods of formation of pseudonyms, which include in their composition Church Slavonic names of Cyrillic letters (based on the Dictionary of Pseudonyms of Russian Writers, Scientists and Public Figures by I.F. Masanov), complex pseudonyms are analyzed. It is established that they may include one or more Church Slavonic names of Cyrillic letters; complex pseudonyms can be motivated by the author’s name entirely (all components are the names of Cyrillic letters and correlate with the first name, patronymic and/or surname of the author) or partially (at least one of the components does not correlate with the first name, patronymic and/or surname of the author), or not motivated by the author’s name. The analysis of the material shows that in complex pseudonyms motivated by the author’sonym, the names of the letters that form the pseudonym are arranged in the order corresponding to the combination ‘author’s first name - surname’ or ‘author’s first name - middle name’, regardless of whether it corresponds to the order of the letters in the alphabet. It is found that in a number of cases the same authors used motivated simple and complex pseudonyms, correlated with different producing bases. A special group among pseudonyms motivated by the author’sonym are combinations of the Church Slavonic name of the first letter of the surname and the first letter of the first name or full name of the author. It is established that the use of the name of a letter when creating a complex pseudonym is often combined with the language game of the author, who resorts to the transformation of a precedent text (proverb, Church Slavonic cliché, two-word Church Slavonic name of a letter, etc.).

Asymetric Event-Related Potential Priming Effects Between English Letters and American Sign Language Fingerspelling Fonts.

Letter recognition plays an important role in reading and follows different phases of processing, from early visual feature detection to the access of abstract letter representations. Deaf ASL-English bilinguals experience orthography in two forms: English letters and fingerspelling. However, the neurobiological nature of fingerspelling representations, and the relationship between the two orthographies, remains unexplored. We examined the temporal dynamics of single English letter and ASL fingerspelling font processing in an unmasked priming paradigm with centrally presented targets for 200 ms preceded by 100 ms primes. Event-related brain potentials were recorded while participants performed a probe detection task. Experiment 1 examined English letter-to-letter priming in deaf signers and hearing non-signers. We found that English letter recognition is similar for deaf and hearing readers, extending previous findings with hearing readers to unmasked presentations. Experiment 2 examined priming effects between English letters and ASL fingerspelling fonts in deaf signers only. We found that fingerspelling fonts primed both fingerspelling fonts and English letters, but English letters did not prime fingerspelling fonts, indicating a priming asymmetry between letters and fingerspelling fonts. We also found an N400-like priming effect when the primes were fingerspelling fonts which might reflect strategic access to the lexical names of letters. The studies suggest that deaf ASL-English bilinguals process English letters and ASL fingerspelling differently and that the two systems may have distinct neural representations. However, the fact that fingerspelling fonts can prime English letters suggests that the two orthographies may share abstract representations to some extent.

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN MENGGUNAKAN MEDIA KARTU SUKU KATA DI SEKOLAH DASAR

Reading has a big effect on students' ability to accept subject matter, especially text-based learning, students who are unable to read well will have difficulty participating in learning activities for all subjects. Children's initial reading ability is the child's ability to master reading techniques and understand the contents of the reading well. One of the learning methods to improve children's early reading skills is to use syllable media. The method used in this research is literature research (library research). Beginning reading ability in children is focused on six stages of ability aspects, namely: (1) Ability to read symbols, (2) Ability to read letters, (3) Ability to read types of vowel and consonant sounds, (4) Ability to name letter sounds, (5) Ability reading syllables, and (6) Ability to read words. Media Syllable cards can help teachers achieve instructional goals because apart from being cheap and easy to obtain media, they can also increase student activity. In addition, students' knowledge and understanding becomes wider, clearer, and not easily forgotten

Letter-sound knowledge in Icelandic children at the age 6 years-old

The aim of this study was to examine letter-sound knowledge when children start at school in Iceland. 392 children aged 5–6 years completed assessments of letter-sound knowledge, i.e., the names and sounds of uppercase and lowercase letters of the Icelandic alphabet (uppercase letter-name; uppercase letter-sound; lowercase letter-name; lowercase letter-sound). Whether the child had broken the reading code (could read words) was also recorded. The results revealed no significant difference between girls and boys in the four factors (letter name, letter sound). The results indicated that 56.9 % of the children had broken the reading code when they started school. 58.2 % of the girls and 55.6 % of the boys, not significant difference between the genders. There was a significant difference between the group which had broken the reading code and the group which have not in all the four factors. There was also a high significant correlation between all 4 variables from 0.915 between uppercase letter and lowercase sound to 0.963 between uppercase sounds and uppercase letter.Based on these data, it seems reasonable to advocate learning letter-sound correspondences early in the first year of school to form the best possible basis for breaking the reading code and further reading development.

Achieving reading skills in a group of EFL Ecuadorian children through English phonics

Reading is essential to develop while learning English as a foreign language. Thus, this study focuses on aiding children to enhance reading by first teaching them letter sounds instead of letter names. The goal is to teach children how to recognize and pronounce individual letters; if they can do so, children can combine those sounds with reading. Additionally, to mitigate the interference from the sound of L1 to L2 in some English words. The method used to answer the research questions; first teaching up to three blended letter sounds to engage kids in the development of reading English with the correct pronunciation. The results demonstrate in the mean word reading (pronunciation) test that most children had improved from 5.25 to 7.79. in their score. And the errors in the same word reading pronunciation test were reduced from 4.33 to 0.285. (Std. error mean). This study suggests that teaching English letter sounds to this group of children successfully enhanced reading from an early age.

Are there developmental patterns in emergent bilingual children’s English letter-name knowledge?

ABSTRACT The purpose of this study was to explore five developmental patterns of English letter-name knowledge for emergent bilingual children. We considered five patterns demonstrated by English monolingual children: visual similarity effect, uppercase familiarity effect, first name/first initial effects, consonant-order effect, and frequency effect. We assessed the English uppercase and lowercase letter-name knowledge of 56 emergent bilingual children enrolled in US classrooms. Results from logistic multilevel regression modeling showed that emergent bilingual children exhibited the uppercase familiarity effect, but other patterns differed. Children whose additional languages used a Latin-based alphabetic orthography were less likely to know the names of lowercase letters compared to children whose additional languages used a non-alphabetic orthography. For children whose additional languages involved a Latin-based alphabetic orthography, children were more likely to know the names of uppercase letters that were more visually similar to letters from children’s additional languages. We did not find any evidence that emergent bilingual children exhibited the first name/first initial, consonant-order, or frequency effects. Our findings suggest that we need to consider these differences and associated implications for alphabet instruction when working with emergent bilingual children.

PSEUDONYMS INCLUDING CHURCH SLAVONIC NAMES OF CYRILLIC LETTERS: STRUCTURE AND METHODS OF FORMATION (ARTICLE 1)

In a series of articles on the material of the Dictionary of Pseudonyms of Russian Writers, Scientists and Public Figuresby I.F. Masanov we consider the structure and methods of formation of pseudonyms, which include in their composition Church Slavonic names of Cyrillic letters. There are simple (single-word) and complex aliases. It is established that the inclusion of letter names in pseudonyms in most cases is motivated by the author’s onym (most often the first letter of the name or surname), his other pseudonym or the onym of another author. In the first article of the cycle, an analysis of statistical data is made, indicating that this model had the greatest productivity in the period from the 70s of the 19thcentury to the 10s of the 20thcentury. That was the time when the study of the Church Slavonic alphabet was mandatory in educational institutions of various types, as evidenced by the data of the ABC-books and primers of the pre-revolutionary era. It is pointed out that the importance of the Church Slavonic alphabet for a native speaker of the 19thcentury is also evidenced by the fact that the Church Slavonic names of Cyrillic letters were often used in phraseological units of various types. In the second part of the article, simple pseudonyms are considered: the features of their formation and graphic design are described. Analysis of the material shows that the most commonly used are simple pseudonyms, which are the names of the first letters of the alphabet - Az, Buki, Vedi, Glagol, as well as the letter Fita. It is noted that as pseudonyms, not motivated by the author’s onym, the names of only two letters are regularly used - Azand Buki. The features of the functioning of the pseudonyms Fitaand Firth, as well as the pseudonym Yus, are established.