Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children's Emergent Literacy Skills

Autor/inn/en	Puranik, Cynthia S.; Lonigan, Christopher J.
Titel	Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children's Emergent Literacy Skills
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.284-294 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.09.003
Schlagwörter	Spelling; Alphabets; Preschool Children; Emergent Literacy; Early Childhood Education; Childrens Writing; Beginning Writing + Suchen Sie Ihr Suchwort? Schreibweise; Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s writing; Writing; Children''s writings'; Kinderschrift; Schreibstil; Erstschreibunterricht
Abstract	The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In Study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In Study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10