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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
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White, Kelley Mayer – Early Childhood Research Quarterly, 2013
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for…
Descriptors: Kindergarten, Conflict, Receptive Language, Language Acquisition
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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
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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
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Korat, Ofra – Early Childhood Research Quarterly, 2004
Mothers' and teachers' academic attributions of second graders (20 girls; 20 boys) were investigated. Children were recruited equally from high versus low SES schools. Mothers evaluated their own children and teachers evaluated 10 children in each of four classrooms -- compared to classmates -- in six domains: reading, writing, arithmetic, fine…
Descriptors: Grade 2, Arithmetic, Mothers, Childrens Writing
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Lomangino, Adrienne Gelpi; Nicholson, Julie; Sulzby, Elizabeth – Early Childhood Research Quarterly, 1999
Investigated interaction patterns of first graders working in three small groups to compose stories on the computer over a 5-month period. Found that several social goals guided children's actions. Differential status within partnerships was reflected in types of social behaviors displayed. Common interaction patterns included using one another as…
Descriptors: Childrens Writing, Computer Uses in Education, Cooperation, Educational Technology