Parental writing support and preschoolers’ early literacy,language, and fine motor skills |
| |
| Authors: | Samantha W Bindman Lori E Skibbe Annemarie H Hindman Dorit Aram Frederick J Morrison |
| |
| Institution: | 1. Department of Psychology, University of Illinois at Urbana-Champaign, 614 Psychology Building, 603 East Daniel Street, Champaign, IL 61820, United States;2. Department of Human Development and Family Studies, Michigan State University, 552 West Circle Drive, 2F Human Ecology, East Lansing, MI 48824, United States;3. College of Education, Temple University, Ritter Hall 435, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122, United States;4. Department of School Counseling and Special Education, Tel-Aviv University, Ben-Guryon 27, Or-Yehuda, Israel;5. Department of Psychology, University of Michigan, 2030 East Hall, 530 Church Street, Ann Arbor, MI 48109, United States |
| |
| Abstract: | The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. |
| |
| Keywords: | Writing Parental guidance Early literacy Literacy skills Motor skills |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
