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On using alphabet charts in early years instruction

Practice theory analyses for harnessing an elusive tool

from No. 2024 | 3 zum Thema «Unterrichtsmaterialien zur Literalitätsförderung»

Romina Schmidt-Drechsler, Susanne Riegler, Mascha Berbig

Alphabet charts have played a permanent role in initial instruction in the written language since the 1980s. First empirical studies offer insights into exemplary processes and the analysis of phonemes – which is contingent on many factors – in the transcription of letters using an alphabet chart. Beyond that, however, there is little evidence as to the application of alphabet charts in actual classroom practice. Our study is situated in practice theory and, taking participant lesson observations as our point of departure, we consider how alphabet charts are used in early instruction. In so doing, we draw on two case studies to demonstrate the different approaches taken to alphabet charts. In alignment with grounded theory, we use open and axial coding to identify a range of usages of alphabet charts: free writing, determining grapheme-phoneme correspondences, as well as the practice and development of transcription and decoding of text segments. Our findings can be seen as a way of ‘harnessing’ a classroom resource designed to help children learn in alignment with their interests and in a self-regulated manner.

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https://doi.org/10.58098/lffl/2024/3/827
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