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From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language.
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An evaluation of two emergent literacy screening tools for preschool children.
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Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
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Child and Informant Influences on Behavioral Ratings of Preschool Children.
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Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
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Abstract:
The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill. Similar to research findings that the development of letter-names and letter-sound knowledge varies in acquisition, our findings indicate that the ability to write some letters is acquired earlier than the ability to write other letters. Although there appears to be an approximate sequence for the easiest and most difficult letters, there appears to be a less clear sequence for letters in the middle stages of development. Overall, girls had higher letter writing scores compared to boys. Gender differences regarding difficulty writing specific letters was less conclusive; however, results indicated that when controlling for ability level, girls had a higher probability of writing a letter correctly than boys. Implications of these findings for the assessment and instruction of letter writing are discussed. ; Alphabet knowledge, Assessment, Letter writing, Literacy, Preschool ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557880.
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330547/datastream/TN/view/Dimensionality%20and%20Reliability%20of%20Letter%20Writing%20in%203-%20to%205-Year-Old%20Preschool%20Children.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_26346443 https://doi.org/10.1016/j.lindif.2012.06.011
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Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.
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Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools.
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Statistical Learning is Related to Early Literacy-Related Skills.
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Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade
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Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
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Learning to write letters: examination of student and letter factors.
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Successful phonological awareness instruction with preschool children: Lessons from the classroom.
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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
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Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.
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