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

Early Childhood Research Quarterly

Volumn 26, Issue 4, 2011, Pages 465-474

  Puranik, Cynthia S ^a   Lonigan, Christopher J ^b   Kim, Young Suk ^b  

^a Department of Communication Science and Disorders ^*  (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Alphabet knowledge; Emergent literacy; Letter writing; Name writing; Spelling

Indexed keywords

EID: 80052301709     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2011.03.002     Document Type: Article

References (83)

1. Abbott R.D., Berninger V.W. Structural equation modeling of relationships among development skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology 1993, 85:478-508.
2. Adams M.J. Beginning to read: Thinking and learning about print 1990, MIT Press, Cambridge, MA.
3. Anthony J.L., Lonigan C.J., Burgess S.R., Driscoll K., Phillips B.M., Bloomfield B.G. Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology 2002, 82:65-92.
4. Badian N The prediction of good and poor reading before kindergarten entry: A 4-year follow-up. The Journal of Special Education 1982, 16:309-318.
5. Berninger V. Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disabilities Quarterly 1999, 22:99-112.
6. Berninger V., Abbott R., Abbott S., Jones J., Wolf B., Gould L., et al. Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling. Developmental Neuropsychology 2006, 29:61-92.
7. Berninger V., Cartwright A., Yates C., Swanson H.L., Abbott R. Developmental skills related to writing and reading acquisition in the intermediate grades: Shared and unique variance. Reading and Writing: An Interdisciplinary Journal 1994, 6:161-196.
8. Berninger V.W., Yates C., Cartwright A., Rutberg J., Remy E., Abbott R. Lower-level developmental skills in beginning writing. Reading and Writing: An Interdisciplinary Journal 1992, 4:257-280.
9. Bialystok E. Making concepts of print symbolic: Understanding how writing represents language. First Language 1995, 15:317-338.
10. Bickel R. Multilevel analysis for applied research 2007, Guildford Press, New York.
11. Blair R., Savage R. Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing: An Interdisciplinary Journal 2006, 19:991-1016.
12. Bloodgood J. What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly 1999, 34:342-367.
13. Bond G.L., Dykstra R. The cooperative research program in first-grade reading instruction. Reading and Writing 1967, 5:69-85.
14. Both-de Vries A., Bus A.G. Name writing: A first step to phonetic writing? Does the name have a special role in understanding the symbolic function of writing?. Literacy Teaching and Learning 2008, 12:37-55.
15. Both-de Vries A., Bus A.G. The proper name as starting point for basic reading skills. Reading and Writing 2010, 23:173-187.
16. Cabell R., Justice L., Zucker T., McGinty A. Emergent name-writing abilities of preschool-age children with language impairment. Language, Speech, and Hearing Services in Schools 2009, 40:53-66.
17. Cassar M., Treiman R. The beginnings of orthographic knowledge: Children's knowledge of double letters in words. Journal of Educational Psychology 1997, 89:631-644.
18. Cassar M., Treiman R., Moats L., Pollo T., Kessler B. How do spellings of children with dyslexia compare with those of nondyslexic children?. Reading and Writing: An Interdisciplinary Journal 2005, 18:27-49.
19. Chaney C. Preschool language and metalinguistic skills are linked to reading success. Applied Psycholinguistics 1998, 19:433-446.
20. Clay M. What did I write? 1975, Heinemann, Auckland, New Zealand.
21. Cunningham A., Stanovich K. Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology 1990, 82:159-162.
22. Drouin M., Harmon J. Name writing and letter knowledge in preschoolers: Incongruities in skills and the usefulness of name writing as a developmental indicator. Early Childhood Research Quarterly 2009, 24:263-270.
23. Ehri L. The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities 1989, 22:356-365.
24. Ehri L. Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders 2000, 20:19-36.
25. Ehri L. Learning to read words: Theory, findings, and issues. Scientific Studies of Reading 2005, 9:167-188.
26. Ehri L., Wilce L. Does learning to spell help beginner learn to read words?. Reading Research Quarterly 1987, 18:47-65.
27. Literacy before schooling 1982, Heinemann, Exeter, NH. E. Ferreiro, A. Teberosky (Eds.).
28. Foulin J. Why is letter-name knowledge such a good predictor of learning to read?. Reading and Writing 2005, 18:129-155.
29. Fox B., Saracho O. Emergent writing: Young children solving the written language puzzle. Early Child Development and Care 1990, 56:81-90.
30. Graham S., Berninger V., Abbott R., Abbott S., Whitaker D. The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology 1997, 89:170-182.
31. Haney M. Name writing: A window into the emergent literacy skills of young children. Early Childhood Education Journal 2002, 30:101-105.
32. Haney M., Bisonnette V., Behnken K.L. The relationship between name writing and early literacy skills in kindergarten children. Child Study Journal 2003, 33:99-115.
33. Hildreth G. Developmental sequences in name writing. Child Development 1936, 7:291-303.
34. Juel C. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology 1988, 80:437-447.
35. Justice L., Pence K., Bowles R., Wiggins A. An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly 2006, 21:374-389.
36. Kim Y.S. Componential skills of spelling in Korean. Scientific Studies of Reading 2010, 14:137-158.
37. Levin I., Aram D. Children's names contribute to early literacy: A linguistic and social perspective. Perspectives on language and language development 2004, 219-239. Kluwer, Dordrecht, The Netherlands. D. Rabid, H. Bat-Shyldkrot (Eds.).
38. Levin I., Both-de Vries D., Aram D., Bus A. Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children. Applied Psycholinguistics 2005, 26:463-477.
39. Levin I., Bus A. How is emergent writing based on drawing? Analysis of children's products and their sorting by children and mothers. Developmental Psychology 2003, 39:891-905.
40. Levin H., Ehri L. Young children's ability to read and spell their own and classmates' names: The role of letter knowledge. Scientific Studies of Reading 2009, 13:249-273.
41. Lieberman, E. (1985). Name writing and the preschool child. (Doctoral dissertation, University of Arizona, Tucson, 1985). Dissertations Abstracts International, 46/12, 3593A.
42. Lomax R., McGee L. Young children's concepts about print and reading: Toward a model of work reading acquisition. Reading Research Quarterly 1987, 22:237-256.
43. Longcamp M., Zerbato-Poudou M., Velay J. The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica 2004, 119:67-79.
44. Lonigan C.J., Schatschneider C., Westberg L. Identification of children's skills and abilities linked to later outcomes in reading, writing, and spelling. National Early Literacy Panel, Developing early literacy: Report of the National Early Literacy Panel 2008, National Institute for Literacy, Washington, DC, pp. 55-106, retrieved from: http://www.nifl.gov/earlychildhood/NELP/NELPreport.html.
45. Lonigan C., Wagner R., Torgesen J., Rashotte C. Preschool comprehensive test of phonological & print processing (Pre-CTOPP) 2002, Department of Psychology, Florida State University.
46. Lonigan C.J., Wagner R.K., Torgesen J.K., Rashotte C. Test of preschool early literacy 2007, ProEd, Austin, TX.
47. Mann V. Phoneme awareness and future reading ability. Journal of Learning Disabilities 1993, 26:259-269.
48. Martens P.A. Mommy, how do you write "Sarah?": The role of name writing in one child's literacy. Journal of Research in Childhood Education 1999, 14:5-15.
49. Martins M.A, Silva P.A. The impact of invented spelling in phonemic awareness. Learning and Instruction 2006, 16:41-56.
50. Mason J. When children begin to read: An exploration of four year old children's letter and word reading competencies. Reading Research Quarterly 1980, 15:203-227.
51. Mason J.M., Stewart J.P. Emergent literacy assessment for instructional use in kindergarten. Assessment for instruction in early literacy 1990, 155-175. Prentice Hall, Englewood Cliffs, NJ. L.M. Morrow, J.K. Smith (Eds.).
52. McBride-Chang C. The development of invented spelling. Early Education & Development 1998, 9:147-160.
53. McBride-Chang C. The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly 1999, 45:285-308.
54. Moats L.C. How spelling supports reading. American Educator 2005, 29(4):12-22.
55. Molfese V., Beswick J., Molnar A., Jacobi-Vessels J. Alphabetic skills in preschool: A preliminary study of letter naming and writing. Developmental Neuropsychology 2006, 25:5-19.
56. Morris D., Bloodgood J., Lomax R., Perney J. Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly 2003, 38:302-328.
57. Ouellette G.P., Sénéchal M. A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading 2008, 12:195-219.
58. Phillips B., Lonigan C., Graham L. Now I know my ABC's: Alphabetic order and first name predict letter knowledge development in young children. Paper presented at the 13th annual meeting of the Society of the Scientific Study of Reading (SSSR) 2006, July.
59. Puranik C., Apel K. Effect of assessment task and letter writing ability on preschool children's spelling performance. Assessment for Effective Intervention 2010, 36:46-56.
60. Puranik C., Lonigan C. From scribbles to scrabble: Preschool children's developing knowledge of written language. Reading and writing 2010, advance online publication. 10.1007/s11145-009r-r9220-8.
61. Reid D.K., Hresko W.P., Hammill D.D. Test of early reading ability 2001, Pro-Ed, Austin, TX. 3rd ed.
62. Richgels D. Invented spelling ability and printed word learning in kindergarten. Reading Research Quarterly 1995, 30:96-109.
63. Richgels D.J., Barnhart J.E. Literacy development in preschool and kindergarten children: Patterns between groups and across tasks. Paper presented at the annual meeting of the National Reading Conference 1992, December.
64. Saracho O. Developing sequences in three-year-old children's writing. Early Child Development and Care 1990, 56:1-10.
65. Shatil E., Share D.L., Levin I. On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics 2000, 21:1-21.
66. Silva C., Martens M.A. Relations between children's invented spelling and development of phonological awareness. Educational Psychology 2003, 23:3-16.
67. Snow C., Burns M.S., Griffin P. Preventing reading difficulties in young children 1998, National Academy Press, Washington, DC.
68. Stage S.A., Wagner R. Development of young children's phonological and orthographic knowledge as revealed by their spelling. Developmental Psychology 1992, 28:287-296.
69. Stevenson H.W., Newman R.S. Long-term prediction of achievement and attitudes in mathematics and reading. Child Development 1986, 57:646-659.
70. Storch S., Whitehurst G. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 2002, 38:934-947.
71. Strickland D.S., Shanahan T. Laying the groundwork for literacy. Educational Leadership 2004, 61:7-77.
72. Sulzby E. Kindergarteners as writers and readers. Advances in writing research. Volume 1. Children's writing development 1985, 127-199. Ablex, Norwood, NJ. M. Farr (Ed.).
73. Tangel D.M., Blachman B.A. Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behavior 1992, 24:233-261.
74. Tolchinsky-Landsmann L., Levin I. Writing in preschoolers: An age-related analysis. Applied Psycholinguistics 1985, 6:319-339.
75. Tolchinsky-Landsmann L., Levin I. Writing in four-to-six-year olds: Representation of semantic and phonetic similarities and differences. Journal of Child Language 1987, 14:127-144.
76. Treiman R. Knowledge about letters as a foundation for reading and spelling. Handbook of orthography and literacy 2006, 581-599. Erlbaum, Mahwah, NJ. R.M. Joshi, P.G. Aaron (Eds.).
77. Treiman R., Broderick V. What's in a name: Children's knowledge about the letters in their own names. Journal of Experimental Child Psychology 1998, 70:97-116.
78. Villaume S., Wilson L. Preschool children's explorations of letters in their own names. Applied Psycholinguistics 1989, 10:283-300.
79. Wagner R.K., Torgesen J.K. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 1987, 101:192-212.
80. Wagner R., Torgesen J., Rashotte C. Comprehensive test of phonological processing 1999, Pro-Ed, Austin, TX.
81. Walpole S., Chow S.M., Justice L. Literacy achievements during kindergarten: Examining key contributions in an at-risk sample. Early Education and Development 2004, 15:245-264.
82. Welsch J., Sullivan A., Justice L. That's my letter! What preschoolers' name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research 2003, 35:757-776.
83. Whitehurst G., Lonigan C. Child development and emergent literacy. Child Development 1998, 69:848-872.