Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

doi:10.1016/j.ecresq.2011.03.002

Cited by 164 publications

(138 citation statements)

References 65 publications

(115 reference statements)

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“…Based on this research, it seems fair to conclude that the ability to map graphemes onto phonemes needs to be developed further in the tested sample in order to facilitate decoding. The literature on the nature and development of emergent writing skills is not as well developed, but previous research suggests that preschoolers can write some letters of the alphabet , can write their names (Bloodgood 1999;BothDe Vries & Bus 2008), can scribble or draw to communicate (Levin & Bus 2003) and can successfully write some single words (Puranik, Lonigan & Kim 2011). These early writing skills develop substantially between the ages of three and five , again suggesting that the learners in the Northern Sotho LoLT group are lagging behind in early writing.…”

Section: Discussionmentioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

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This study explored receptive vocabulary size and early literacy skills (namely: letter naming, knowledge of phoneme-grapheme correspondences and early writing) in emergent bilingual Northern Sotho-English children. Two groups of Grade 1 learners were tested in both English and in Northern Sotho. Group 1 (N = 49) received their formal schooling in English, whilst group 2 (N = 50) received their formal schooling in Northern Sotho. Receptive vocabulary was tested using the Peabody Picture Vocabulary Test. Letter knowledge was assessed by asking learners to name letter cards, whilst knowledge of phoneme-grapheme correspondences was tested by asking children to match letter cards with spoken sounds. Early writing was assessed by asking children to write their names. Statistical analyses indicated that both English and Northern Sotho receptive vocabulary knowledge had a significant effect on early literacy skills, whilst no main effect was found for the language of instruction. Group 1 performed significantly better than Group 2 in English receptive vocabulary, in knowledge of phonemegrapheme correspondences and in early writing, but no group differences were found for Northern Sotho receptive vocabulary or for letter knowledge. English receptive vocabulary significantly predicted the outcome of all of the early literacy skills, whilst Northern Sotho receptive vocabulary significantly predicted phoneme-grapheme correspondences and early writing.

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Section: Discussionmentioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

Read. writ.

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“…Children in the control group, by contrast, did not receive this type of explicit guidance (Puranik et al, 2011).…”

Section: Discussionmentioning

confidence: 96%

“…Based on the discussion above, it is clear that print and phonemic awareness is a necessary foundational skill that children must possess in order to become proficient readers (August & Shanahan, 2006;Edwards, & Taub, 2016;Ehri et al, 2001;Ehri & Nunes, 2002;Fitzpatrick, 1997;Liberman, Shankweiler, & Liberman, 1989;Morrow, 2009;Noe et al, 2014;Puranik et al, 2011;Snow et al, 1998;Torgesen, 1998). According to Liberman et al (1989), the most common cause of difficulties acquiring early word-reading skills is weakness in the ability to process phonological features.…”

Section: Importance Of the Studymentioning

confidence: 99%

“…According to Puranik, Lonigan, and Kim (2011) phonological awareness, alphabet knowledge, and concept of print are important components of the preschool children's word spelling and literacy skills. Ezell and Justice (2000) also, suggested that one salient method for enhancing children's print awareness is by structuring adult-child shared book-reading interactions to include an explicit print focus.…”

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confidence: 99%

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The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

Rababah

2017

J. educ. psychol. stud.

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This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children's print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.

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“…İsim yazma becerisinin ilkokuldaki okuma (Haney, 2002) ve yazma becerisine büyük ölçüde katkı sağladığı ve kendi ismindeki harflerin yazılışını bilmenin, çocukların yazmaya başlamasını ve yazmaya karşı istekli hale gelmelerini sağladığı bulunmuştur (Puranik, Lonigan & Kim, 2011). Bu sonuçlar ışığında, erken dönemde bu becerilerin kazandırılmasının yaygınlaştırılması önerilmektedir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Okul Öncesi Eğitimi Döneminde İsim Yazma Becerilerinin İncelenmesi

Erdoğan¹,

Muslugüme²,

Huz³

et al. 2015

İlköğretim Online

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ABSTRACT. Name writing skills have been viewed as a part of children's emergent literacy skills. Name writing is a meaningful and valuable activity and indicator of children's developmental maturity. The purpose of this study is to investigate name writing skills of children attending early childhood programs and the variables related to their name writing skills. The participants were 269 children aged between 3 -6 years enrolled in early childhood programs. Participant children were asked to write their names on a blank paper and their writing was scored on a 9-point scale.Findings of this research indicated that only 17.8 % of children were able to write their names and their age, gender and maternal education and income affected on their name writing skills. Key Words: Name writing skills, early childhood, emergent literacy SUMMARY Purpose and Significance:The term emergent literacy is used to describe the pre-literacy skills that children learn prior to beginning to formal school education. These foundational skills include oral language skills and code-related skills involving print concepts, alphabet knowledge, emergent writing, and phonological awareness. Research studies have found that emergent literacy skills are strong predictors of a child's later reading ability (Whitehurst & Lonigan, 1998). Name writing skills have been viewed as a part of children's emergent literacy skills. A child's name is among the first things that children write. Name writing is a meaningful and valuable activity and indicator of the children's developmental maturity (Haney, 2002). Examining children's name writing skills will extend our understandings of children emergent literacy skills and contribute literature based related to children's writing development. Therefore, the purpose of this study is to investigate the name writing skills of children attending early childhood programs and the factors related to their name writing skills.

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Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children

Cited by 164 publications

References 65 publications

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

Okul Öncesi Eğitimi Döneminde İsim Yazma Becerilerinin İncelenmesi

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