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ABCs by Design: The Role of Alphabet Book Design and Children's Alphabetic Behaviours in

Emergent Literacy Skill Acquisition

by

Sarah Nicole Nowak

A Thesis

Presented to

The University of Guelph

In partial fulfillment of requirements

for the degree of Doctor of Philosophy in

Psychology

Guelph, Ontario, Canada

© Sarah N. Nowak, May 2015

ABSTRACT

ABCs BY DESIGN: THE ROLE OF ALPHABET BOOK DESIGN AND CHILDREN'S ALPHABETIC BEHAVIOURS IN EMERGENT LITERACY SKILL ACQUISITION

Sarah Nowak Advisor

University of Guelph, 2015 Dr. Mary Ann Evans The current studies examined children's preferences for ABC book formats and relations between alphabet books and early literacy learning and behaviours. Study 1: Using a pictorial scale, page ratings of 51 junior kindergarten students (4-5 years old) revealed no preference for the amount of text nor picture complexity in alphabet books. Study 2: 94 junior kindergarten students (3-4 years old) participated in a 16 sessions reading program whereby they were read and interacted with alphabet books with research-based features, alphabet books with conventional features, or storybooks in small groups. Children across all three conditions made gains in their letter-name knowledge, letter-sound knowledge, and phonological awareness over the course of the study; however, no significant differences were seen between groups. Observations of children's behaviours while reading independently revealed that alphabet books elicited more alphabetic behaviours than storybooks, despite children in the three conditions spending the same proportion of time oriented to their books. Children's pre-test knowledge was the greatest predictor of post-test knowledge across all literacy measures, and book behaviour was positively associated with gains in letter sounds and phonological awareness. No effect of behaviour was seen for uppercase letter names; however, behaviour moderated the relation with pre-test letter-name knowledge for lowercase letter names when standard alphabet books were presented. Findings highlight the utility of using alphabet books, in a variety of formats, as part of a child's greater literacy experience. iii

Acknowledgements

I am sincerely grateful to my supervisor, Dr. Mary Ann Evans, for sharing her knowledge and enthusiasm for this topic, as well as her continual guidance and encouragement. I also thank Drs. Rod Barron and Alexandra Gottardo for sharing their expertise in the field of literacy and for consulting on and revising this dissertation. Further thanks is given to the Chair and examiners for being part of the defense committee. This work would not have been possible without the strong team of researchers and research assistants involved. Thank you to Dr. Jean Saint-Aubin, for his contributions to the project design and All the Letters Make Sounds Too, and Elizabeth Sulima for lending her artistic talents to the illustrations of All the Letters Make Sounds Too. Many thanks go out to David Willoughby, Shanna Deasley, Lara Genik, Sara Newcombe-Anjo, and the many undergraduate research assistants who assisted in implementing the reading program. This work would also not have been possible without the amazing cooperation of the participants, parents, teachers, principals and schools who were part of these studies. Finally, thank you to SSHRC for providing the funds (Grant # 410-2009-0055) to Mary

Ann Evans to undertake this research.

iv

Table of Contents

List of Tables..................................................................................................vi

List of Figures................................................................................................vii

ABCs by Design: The Role of Alphabet Book Design and Children's Alphabetic Behaviours in

Emergent Literacy Skill Acquisition........................................................................1

Alphabet Books.......................................................................................2

Children's Responses to Book Types and Designs...............................................3 ABC Book Interventions.............................................................................6

Study 1...........................................................................................................9

Alphabet Book Samples...................................................................10

Study 2.........................................................................................................16

v Intervention Fidelity and Inter-rater Reliability........................................28 Data Diagnostics...........................................................................29 Early Literacy Skill Development.......................................................30 Observed Literacy-Based Behaviours....................................................34 Effect of Book Behaviours and Pre-Test Knowledge on Post-Test Knowledge...40 Gains in Early Literacy Skills............................................................48 Book Behaviours ..........................................................................50 Contributions to Literacy Gains..........................................................52 Limitations .................................................................................54

Summary and Implications.................................................................................55

Appendix A...................................................................................................61

Appendix B....................................................................................................62

Appendix C......................................................................................................63

Appendix D....................................................................................................65

Appendix E ...................................................................................................66

Appendix F ...................................................................................................67

Appendix G ...................................................................................................68

vi

List of Tables

Table 1: Description of page features......................................................................11

Table 2: Descriptive statistics for children's rating of each of the 20 page spreads presented ...13 Table 3: Pearson correlations for age (in months), letter names known, sounds known,

and preference for page types .....................................................................14

Table 4: Percentage of families who reported days per month that participant engages

with books............................................................................................20

Table 5: Skewness and kurtosis values for pre- and post-test assessment scores.........................29

Table 6: Descriptive statistics for early literacy skill development ...................................31

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