Do Children Learn Letter Writing from Their Names? Examining the Relations between Head Start Children's Writing Skills and Name-Specific Letter Knowledge

Autor/inn/en	Zhang, Chenyi; Diamond, Karen E.; Powell, Douglas R.
Titel	Do Children Learn Letter Writing from Their Names? Examining the Relations between Head Start Children's Writing Skills and Name-Specific Letter Knowledge
Quelle	In: Early Child Development and Care, 189 (2019) 5, S.747-762 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1343311
Schlagwörter	Preschool Children; Emergent Literacy; Beginning Writing; Writing Skills; Alphabets; Gender Differences; Phonological Awareness; Decoding (Reading); Spelling + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Erstschreibunterricht; Writing skill; Schreibfertigkeit; Buchstabenschrift; Geschlechterkonflikt; Dekodierung; Schreibweise
Abstract	This study assessed 266 young children's (mean age = 55.41 months, SD = 4.70 month) writing skills (name writing and letter writing), and decoding skills (letter knowledge, letter-word identification, and phonological awareness), and investigated whether children learn letter writing from their own names, and whether children's gender is related to their early writing. Multiple hierarchical regression analyses show that among children who wrote recognizable letters in both name writing and letter writing tasks, children wrote a significantly higher percentage of dictated name letters than non-name letters. Letter knowledge was related to both name writing and letter writing skills. There was evidence that once children had developed basic writing skills, earlier gender differences in writing skills were no longer significant. This study provides support for the classroom instructions that integrate children's own names and decoding knowledge into writing activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01