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Direct linkPuranik, Cynthia S.; Schreiber, Samantha; Estabrook, Erin; O'Donnell, Erin – Assessment for Effective Intervention, 2014
The purpose of this study was to compare name writing using six different rubrics with the aim of ascertaining whether any were better for evaluating preschoolers' name-writing skills. In addition, we investigated the relation between name writing assessed using these six rubrics and children's emergent and conventional literacy skills.…
Descriptors: Preschool Children, Naming, Emergent Literacy, Childrens Writing
Puranik, Cynthia S.; Lonigan, Christopher J. – Early Childhood Research Quarterly, 2012
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…
Descriptors: Spelling, Alphabets, Preschool Children, Emergent Literacy
Drouin, Michelle; Harmon, Jenna – Early Childhood Research Quarterly, 2009
In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an…
Descriptors: Emergent Literacy, Preschool Children, Scores, Literacy
Diamond, Karen E.; Gerde, Hope K.; Powell, Douglas R. – Early Childhood Research Quarterly, 2008
Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary…
Descriptors: Educational Strategies, Childrens Writing, Alphabets, Disadvantaged Youth
Smith, Erin; McLaughlin, T. F.; Neyman, Jennifer; Rinaldi, Lisa – Journal on Educational Psychology, 2013
This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed…
Descriptors: Handwriting, Developmental Delays, Preschool Children, Special Education
Haynes, Rebekah Mina – ProQuest LLC, 2010
Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling.…
Descriptors: Oral Language, Predictor Variables, Preschool Children, Parent Child Relationship
