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1
Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework
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2
Learning to Write Letters: Examination of Student and Letter Factors
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3
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children
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4
Examing the contribution of handwriting and spelling to written expression in kindergarten children
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 7, 1523-1546
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5
From scribbles to scrabble: preschool children's developing knowledge of written language
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 5, 567-589
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6
Modeling the development of written language
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 2, 203-220
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7
Modeling the development of written language
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8
Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills
Abstract: 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.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328802
http://www.ncbi.nlm.nih.gov/pubmed/22523450
https://doi.org/10.1016/j.ecresq.2011.09.003
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9
From Scribbles to Scrabble: Preschool Children’s Developing Knowledge of Written Language
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10
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children
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11
Sentence production in students with dyslexia
In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 43 (2008) 1, 55-76
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12
Writing through retellings: an exploratory study of language-impaired and dyslexic populations
In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 3, 251-272
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OLC Linguistik
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13
An assessment paradigm for speech-language pathologists working with children with reading disabilities
In: Contemporary issues in communication science and disorders. - Rockville, Md. 33 (2006), 101-112
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14
Deficits in auditory temporal and spectral resolution in language-impaired children
In: Nature. - London : Macmillan Publishers Limited, part of Springer Nature 387 (1997) 6629, 176-178
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15
From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language.
BASE
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16
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
BASE
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17
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
BASE
Show details
18
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
BASE
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19
Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.
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20
Modeling the development of written language.
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