Developmental patterns in elemental skills: Knowledge of upper-case and lower-case letter names

Abstract

Two hundred children in grades K-3 were administered a test designed to assess knowledge of letter names in both upper- and lower-case primary type. Children exhibited better knowledge of upper- than lower-case letter names. Rank order, correlational analyses performed to determine the relationship of letter naming to visual discrimination and letter frequency revealed different patterns for upper- and lower-case letters. A subsequent, factor analytic treatment of the data also suggested differences in upper- and lower-case letter naming. Results are related to reading readiness norms and pedagogical implications are dealt with briefly. © 1970, SAGE Publications. All rights reserved.