Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten |
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| Authors: | Victoria J Molfese Jennifer L Beswick Jill L Jacobi-Vessels Natalie E Armstrong Brittany L Culver Jamie M White Melissa C Ferguson Kathleen Moritz Rudasill and Dennis L Molfese |
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| Institution: | (1) University of Louisville, Louisville, KY, USA |
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| Abstract: | The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. |
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