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From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language.
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An evaluation of two emergent literacy screening tools for preschool children.
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Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
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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. ; P50 HD052120, P50 HD052120-01 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328802.
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URL: https://doi.org/10.1016/j.ecresq.2011.09.003 http://purl.flvc.org/fsu/fd/FSU_pmch_22523450 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330513/datastream/TN/view/Name-writing%20proficiency,%20not%20length%20of%20name,%20is%20associated%20with%20preschool%20children%27s%20emergent%20literacy%20skills.jpg
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Child and Informant Influences on Behavioral Ratings of Preschool Children.
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Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
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Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.
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Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools.
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Statistical Learning is Related to Early Literacy-Related Skills.
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Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade
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Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
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Learning to write letters: examination of student and letter factors.
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Successful phonological awareness instruction with preschool children: Lessons from the classroom.
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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
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Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.
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