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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) Abstract: The purpose of this study was to concurrently examine the development of written language across several 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 possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. 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. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed. ; P50 HD052120, P50 HD052120-01 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3309424. URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330511/datastream/TN/view/From%20Scribbles%20to%20Scrabble.jpg https://doi.org/10.1007/s11145-009-9220-8 http://purl.flvc.org/fsu/fd/FSU_pmch_22448101 BASE Hide 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). BASE Show 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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