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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 2 Examining the contribution of handwriting and spelling to written expression in kindergarten children. Puranik, Cynthia S (authoraut); Al Otaiba, Stephanie (authoraut) BASE Show details 3 Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 4 Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 5 Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 6 Modeling the development of written language. Wagner, Richard K (authoraut); Puranik, Cynthia S (authoraut); Foorman, Barbara (authoraut); Foster, Elizabeth (authoraut); Wilson, Laura Gehron (authoraut); Tschinkel, Erika (authoraut); Kantor, Patricia Thatcher (authoraut) Abstract: 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. ; P50 HD052120, P50 HD052120-04, P50 HD052120-05 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3249727. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_22228924 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330506/datastream/TN/view/Modeling%20the%20development%20of%20written%20language.jpg https://doi.org/10.1007/s11145-010-9266-7 BASE Hide details 7 Learning to write letters: examination of student and letter factors. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 8 Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut); Kim, Young-Suk (authoraut) BASE Show details

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