排序方式： 共有15条查询结果，搜索用时 15 毫秒
1.
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 literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. 相似文献
2.
3.
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. 相似文献
4.
The purpose of this study was to concurrently examine the development of written language across different writing tasks and
to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers
was assessed using numerous writing tasks. The findings from this study indicate that children demonstrate knowledge about
writing before beginning school and receiving formal instruction. There was clear evidence to support the claim that universal
writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal
and language-specific writing features. Preschoolers appear to progress along a continuum from scribbling to conventional
spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these
findings on writing development are discussed. 相似文献
5.
Young-Suk Kim Stephanie Al Otaiba Cynthia Puranik Jessica Sidler Folsom Luana Gruelich 《Reading and writing》2014,27(2):237-253
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity. 相似文献
6.
This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15
typically developing control subjects matched on chronological age. Subjects ranging in age from 11 to 21 years were required
to produce a written language sample using an expository text-retell procedure. The writing of these groups was compared on
eight variables across discourse, T-unit, sentence, and word levels. Control subjects performed better than language-impaired
and dyslexic subjects on all writing variables. Dyslexic subjects showed better performance than the language-impaired subjects
on several variables including, (a) number of T-units, (b) number of ideas, (c) total number of words, and (4) number of different
words while showing comparable performance on percentage of spelling and production of grammatically correct sentences. These
findings support Bishop and Snowling’s [Psychol. Bull. 130 (2004) 858] position that the differences between these two clinical populations exist in the non-phonological dimensions
of language. 相似文献
7.
Cynthia S. Puranik Stephanie Al Otaiba Jessica Folsom Sidler Luana Greulich 《Reading and writing》2014,27(2):213-236
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. 相似文献
8.
Kim YS Otaiba SA Puranik C Folsom JS Greulich L Wagner RK 《Learning and individual differences》2011,21(5):517-525
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. 相似文献
9.
Wagner RK Puranik CS Foorman B Foster E Wilson LG Tschinkel E Kantor PT 《Reading and writing》2011,24(2):203-220
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency
were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups,
a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization
(use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean
length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting
fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between
first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect
sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization
variables; and minimal effect sizes were found for spelling and punctuation variables. 相似文献
10.