Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten

Autor:	Dennis L. Molfese, Melissa Ferguson, Natalie Armstrong, Jill Jacobi-Vessels, Jennifer Beswick, Victoria J. Molfese, Kathleen Moritz Rudasill, Brittany Culver, Jamie M. White
Rok vydání:	2010
Předmět:	Linguistics and Language media_common.quotation_subject Multiple component Rubric Psycholinguistics Literacy Education Speech and Hearing Neuropsychology and Physiological Psychology Writing skills Writing instruction Word identification Mathematics education Psychology Curriculum media_common
Zdroj:	Reading and Writing. 24:133-150
ISSN:	1573-0905 0922-4777
DOI:	10.1007/s11145-010-9265-8
Popis:	The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis, left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic writing instruction in preschool curricula are discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::2f605da6b78547df235bbb474514b4c6 https://doi.org/10.1007/s11145-010-9265-8 Zobrazit plný text záznamu Full text from SpringerLink