کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
353997 | 618958 | 2011 | 10 صفحه PDF | دانلود رایگان |
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.
► We examined what emergent literacy skills contribute to preschool children's early writing attempts.
► Name writing was predicted by print knowledge and letter-writing skills; whereas letter writing was predicted by alphabet knowledge, print knowledge and name writing skills.
► Spelling is a developmentally complex skill beginning in preschool and was predicted by letter writing, blending skills, print, and alphabet knowledge.
Journal: Early Childhood Research Quarterly - Volume 26, Issue 4, 4th Quarter 2011, Pages 465–474