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    • Puranik, Cynthia S (authoraut) (8)
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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) Abstract: Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing-related skills were examined in 372 preschool children who ranged in age from 3- to 5-years using confirmatory factor analysis. Results from a confirmatory factor analysis provide evidence that these emergent writing skills are best described by three correlated but distinct factors, (a) Conceptual Knowledge, (b) Procedural Knowledge, and (c) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed. ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4194065. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25316955 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330588/datastream/TN/view/Emergent%20Writing%20in%20Preschoolers.jpg BASE Hide 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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