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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 – 6 of 6 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 Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut) 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. ; P50 HD052120, P50 HD052120-01 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328802. URL: https://doi.org/10.1016/j.ecresq.2011.09.003 http://purl.flvc.org/fsu/fd/FSU_pmch_22523450 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330513/datastream/TN/view/Name-writing%20proficiency,%20not%20length%20of%20name,%20is%20associated%20with%20preschool%20children%27s%20emergent%20literacy%20skills.jpg BASE Hide details 3 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 4 Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Puranik, Cynthia S (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 5 Learning to write letters: examination of student and letter factors. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 6 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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