Concepedia

Letter Learning Progression

Letter Learning Progression is a theoretical construct within the domain of early literacy development that specifies the systematic sequence in which children acquire the ability to identify, name, and differentiate alphabetic letters, distinguishing it from related instructional strategies or assessment tools by its focus on the empirically observed stages of mastery in letter recognition.

27

Publications

1.8K

Citations

80

Authors

31

Institutions

Publications per year

2017–2026

2

Parents

Publications

27

Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia.

Minna Torppa, Anna‐Maija Poikkeus, Marja‐Leena Laakso et al. · Developmental Psychology · 2006 · 194 citations · Full text

, , +17

Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters

Karen E. Diamond, Hope K. Gerde, Douglas R. Powell · Early Childhood Research Quarterly · 2008 · 154 citations

, , +16

Letter Confusions and Reversals of Sequence in the Begining Reader: Implications for Orton’S Theory of Developmental Dyslexia

Isabelle Y. Liberman, Donald Shankweiler, Charles P. Orlando et al. · Cortex · 1971 · 147 citations

, , +17

Development of Reading and Spelling Finnish From Preschool to Grade 1 and Grade 2

Ulla Leppänen, Pekka Nieme, Kaisa Aunola et al. · Scientific Studies of Reading · 2005 · 141 citations

, , +17

Effects of classroom organization on letter–word reading in first grade

Claire E. Cameron, Carol McDonald Connor, Frederick J. Morrison et al. · Journal of School Psychology · 2007 · 116 citations

, , +16

1–5 of 27

Authors

80

  1. CM
    Carol McDonald Connor

    Florida State University, United States

    3 publications · 288 citations

    3

    h-index

  2. FJ
    Frederick J. Morrison

    University of Michigan, United States

    2 publications · 181 citations

    2

    h-index

  3. DR
    Douglas R. Powell

    University of Oklahoma, United States

    2 publications · 181 citations

    2

    h-index

  4. KE
    Karen E. Diamond

    Purdue University West Lafayette, United States

    2 publications · 181 citations

    2

    h-index

  5. UL
    Ulla Leppänen

    University of Jyväskylä, Finland

    1 publications · 141 citations

    1

    h-index

1–5 of 80

Institutions

31

  1. Florida State University

    Tallahassee, United States

    4 h-index

    10 publications

    907 citations

  2. Centre National de la Recherche Scientifique

    Paris, France

    2 h-index

    4 publications

    194 citations

  3. Georgia State University

    Atlanta, United States

    2 h-index

    3 publications

    253 citations

  4. University of Michigan

    Ann Arbor, United States

    2 h-index

    3 publications

    297 citations

  5. City University of New York

    New York, United States

    1 h-index

    2 publications

    294 citations

  6. University of Geneva

    Geneva, Switzerland

    1 h-index

    1 publications

    32 citations

  7. University of Zurich

    Zurich, Switzerland

    1 h-index

    8 publications

    296 citations

  8. University of Victoria

    Victoria, Canada

    1 h-index

    4 publications

    300 citations

1–8 of 31

Venues

  1. Scientific Studies of Reading

    SSR · 3 publications · 282 citations

    3

    h-index

  2. Journal of School Psychology

    2 publications · 223 citations

    2

    h-index

  3. Child Development

    2 publications · 40 citations

    2

    h-index

  4. Cortex

    2 publications · 223 citations

    2

    h-index

  5. Frontiers in Psychology

    1 publications · 32 citations

    1

    h-index

1–5