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Letter Links: Alphabet Learning With Children's Names, by Debruin-Parecki
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Suitable for all early childhood educators and practitioners, Letter Links is all about the alphabetic principle from a child development point of view. It highlights the importance of using symbols in preschool along with printed letters. Letter Links takes childrenÂ's natural interest in learning to write their own name as an entryway to teaching them letter recognition skills, letter-sound correspondence, and letter/word writing by using nametags and letter-linked images. The authors also provide eight specific teaching strategies. Letter Links outlines the research behind the learning system and provides detailed examples of 64 initial letter sounds represented by 26 letters. These are the letter combinations you need to introduce the bookÂ's more than 25 fun-filled activities that involve the alphabetic principle, phonological awareness, sense of word, and vocabulary.
- Sales Rank: #1384950 in Books
- Brand: Brand: High/Scope Press
- Published on: 2003-01-02
- Original language: English
- Number of items: 1
- Dimensions: 10.75" h x 8.50" w x .50" l,
- Binding: Paperback
- 112 pages
- Used Book in Good Condition
Most helpful customer reviews
3 of 3 people found the following review helpful.
HUGE letter links fan!
By Tracey M.
This was my first year teaching prekindergarten, and our program uses the High/Scope curriculum. I had learned about letter links in training and everyone swore by this book. I see why! This idea is fantastic. My kids ended up not only being able to recognize their own name going into the second month of school, but started recognizing each other's names, too (even without the picture)! They were also able to make connections to other words that began with the same letter and were constantly referring to these cards. We made a smaller set with each child's name to use in our writing area, and kids were copying their classmates' names to write to them. It makes letter learning fun and natural, and it's meaningful to kids. I am sold!
8 of 9 people found the following review helpful.
Concept might work but execution is very flawed
By E. Sullivan
Let me first say that I don't use the High/Scope curriculum. However, the curriculum is pretty widely used and has some good ideas behind it. The book sounded from the description like it would be a good general literacy resource, as the first words children recognize are usually their names and their friends' names and their letters are those most familiar to them. But this book is an example of why I wish every book had the option to preview before buying. I've never gone wrong with a book on Amazon when I've previewed it first to make sure it's really what I'm looking for. What the description fails to mention is this:
First, the book is not a universal or "anytime" set of activities or games for helping children recognize and write their names and letters in their names. What it is, is a "system" where the teacher first helps each child choose a picture having the same beginning sound as their own name. For example, a picture of bread for names beginning like "Br" (Brianna, Brian, Brody, etc.) or Elephant for short E names (Erin, Ella, Evan, Emily, etc.) All of the activities relate to these links, the idea being that at first, children with use the symbols to recognize things with their names and eventually will learn to recognize the name without the symbol.
Second, most of the book is NOT information or activities - 2/3 of book, pages 33-99, are pages of several "letter link" pictures to photocopy for each letter sound(s). Here's a breakdown of the content: pages 3-8 contain information about early literacy, the alphabetic principle, name writing and recognition, and a 2 page chart with samples of the stages of writing with corresponding ages. Very basic early literacy information--if you have an early childhood education degree (which I'd assume a majority of those intending to use this book would), this is all stuff you know already. Pages 9-15 are the principles behind the "letter links" system and steps on how to begin. Pages 17-29 are 25 suggestions on activities to do with the "letter links". Even if you decide to use this system, most of these ideas are pretty much common sense.
Here's the things I take issue with:
I feel like this is a really outdated system, as many of my three year olds learn to recognize their names and friends names by doing lots of literacy games, hands on letter/alphabet/writing activities, singing songs, pointing out letter in their names in the context of something else (as in "hey, August starts like Audrey...they sound the same!" during calendar activities), having their names on the word wall, and labeling as much as possible with names. I bought this to get some more creative ideas in the same vein. This wasn't of use to me at all. Yes, the "letter" link pictures are associated with the child's initial sound, but why learn picture symbols first? Wouldn't it be more meaningful to attach children's names to the child's actual picture and then eventually get rid of the pictures and just use the names once they begin to recognize them?
Also, while some of the "letter link" pictures are common, recognizable things (each letter sound is given four pictures and then addtional suggestions are listed), many are either confusing, completely ridiculous, or both. A picture of a flower for "Bl" names is supposed to be "blossom", "Auger" "Auk" "Autoharp" and "Automobile" for "Au" names, or "ermine" and "erne" as the only two suggestions for Er as in Ernest. My favorite is the "Eu" or /yoo/ sound as in Eugene or Eunice. The pictures are Eucalyptus, Eulachon, Euphonium, Euro, and Euphorbia. Come on, REALLY? Other puzzling suggestions are "quarter note" "prairie schooner" "oryx" "organpipe cactus", "nautilus", "kraken", "Glockenspiel", "Eiderdown" and "Eider duck", "Chaise lounge", "chalet", "xebec", and "xiphosuron", among many others. I understand that to follow through with the idea, they had to find at least one picture for every initial sound, but if the child, or even the adult in some cases, isn't familiar with the object or the picture has a name more commonly associated with it by children (how many children do you know would see a picture of a car and call it an automobile?) then how is it of any benefit to them? That completely defeats the theory or reasoning behind their system.
Last, I can see a glaring problem with names pronounced untradtionally or names of another language or country (as the letter/sound picture associations wouldn't hold). Yes, they do include some less common names or names common to other cultures (Pedro, Prya, Habib, Keeya, Miyoko, Shemeya, Umberto, etc.), I assume so that the book appears culturally sensitive, but all of those names hold to English pronunciation standards when in reality, many others don't. What about, for example, a name like "Julio"?
As negative as this review sounds, I'm not writing the review to bash the book. However, there are too many problems with it not to mention. Especially since there are no other reviews, no way to preview the book, and the description isn't detailed enough. If you're looking for good books with developmentally appropriate, hands-on literacy activities, games, and lessons, I'd suggest "I Love Letters!: More Than 200 Quick & Easy Activities to Introduce Young Children to Letters and Literacy" by Dr. Jean Feldman and "More Than Letters: Literacy Activities for Preschool, Kindergarten, and First Grade" by Sally Moomaw
0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
This book is used as part of our curriculum at Head Start.
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