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Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.

Title: Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
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Name(s): Puranik, Cynthia S, author
Lonigan, Christopher J, author
Kim, Young-Suk, author
Type of Resource: text
Genre: Text
Date Issued: 2011-09-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_21927537 (IID), 10.1016/j.ecresq.2011.03.002 (DOI), PMC3172137 (PMCID), 21927537 (RID), 21927537 (EID)
Grant Number: P50 HD052120, P50 HD052120-01
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3172137.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_21927537
Owner Institution: FSU
Is Part Of: Early childhood research quarterly.
0885-2006
Issue: iss. 4, vol. 26

Choose the citation style.
Puranik, C. S., Lonigan, C. J., & Kim, Y. -S. (2011). Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children. Early Childhood Research Quarterly. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_21927537