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1.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. 相似文献
2.
The relations between different word categories and children's reading and writing performances were examined in twenty 9-year-old children. Results indicated for Norwegian, which is more regular than English but less regular than Finnish, that the length and the frequency of words and their interactions are factors substantially related both to children's reading, writing time (writing velocity), and spelling performances, whereas the regularity factor affected children's spelling only. Significant intercorrelations among reading and writing (accuracy and spelling) measures were found. 相似文献
3.
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. 相似文献
4.
In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle). 相似文献
5.
Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers 
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下载免费PDF全文 Rebecca Treiman Brett Kessler Kelly Boland Hayley Clocksin Zhengdao Chen 《Child development》2018,89(4):e431-e443
The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months–5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency. 相似文献
6.
Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional
guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were
50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children
knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated
in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed
to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words
used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction
used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children
think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations
spellings. There are no differences between groups at the number of total phonetisations but we found some differences between
groups at the quality of the phonetisations. 相似文献
7.
Hilde Hofslundsengen Bente Eriksen Hagtvet Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. 相似文献
8.
The purpose of this study was to concurrently examine the development of written language across different writing tasks and
to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers
was assessed using numerous writing tasks. The findings from this study indicate that children demonstrate knowledge about
writing before beginning school and receiving formal instruction. There was clear evidence to support the claim that universal
writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal
and language-specific writing features. Preschoolers appear to progress along a continuum from scribbling to conventional
spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these
findings on writing development are discussed. 相似文献
9.
Eva Louvet-Schmauss Yves Prêteur 《European Journal of Psychology of Education - EJPE》1993,8(3):221-234
The aim of this study is to validate (in a socio-constructivist perspective) the relevance of preschool internal predictors regarding reading and writing acquisition in the first year of primary school. This longitudinal study is also a comparative study between the educational systems in France and Germany. Information for the study was collected among 170 children of preschool age. 110 of these children were interviewed a second time in their first year at primary school. Half of these children were French and the other half German. The two groups were matched according to social background, sex and the teaching method used in primary school. The children in both age groups were interviewed individually to assess their reading and writing abilities. The results show a definite interindividual heterogeneity in reading and writing skills as from preschool age. The difference in levels is even more marked in the first year of primary school. This development in a child’s knowledge of reading and writing is closely related to the educational context in which he or she grows up. 相似文献
10.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
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12.
Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary approach to other instructional strategies for teaching young children about letters. This study examines relations among preschool children's early writing competence, knowledge of letter names, sensitivity to initial sounds in words and understanding of print concepts in a sample of low-income children enrolled in Head Start. Data were collected from the beginning to the end of the school year, which offered the opportunity to examine concurrent development of these early literacy skills. Results revealed that children whose writing was more sophisticated knew the names of more letters, understood more about print concepts and were more sensitive to initial sounds of words. There was evidence of bidirectional influences of writing on growth in letter knowledge, and of letter knowledge on growth in writing competence. 相似文献
13.
Rebecca Treiman 《Scientific Studies of Reading》2017,21(4):265-276
There has been less research on how children learn to spell than on how they learn to read, but a good deal is now known about spelling development. This article reviews studies of normative development, beginning with children’s early scribbles and proceeding to prephonological spelling involving letters, phonologically influenced invented spelling, and more advanced spelling. Most of the studies deal with spelling development in alphabetic writing systems. Theories about how children learn to spell, including constructivist theories, stage and phase theories, dual-route theories, and Integration of Multiple Patterns, are presented and reviewed in light of the research evidence. The final section of the article discusses directions for future research and implications for children with spelling difficulties. 相似文献
14.
Sally A. Koblinsky Amy L. Gordon Elaine A. Anderson 《Early education and development》2000,11(3):321-338
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development. 相似文献
15.
Lucy Jane Miller 《Psychology in the schools》1988,25(1):10-15
In a four-year follow-up study, the performance of 338 children on the Miller Assessment for Preschoolers was compared to indices of school functioning. Criterion measures included: retention in school, poor teachers' observations, assignment to special services or special classes, and below average report card grades. Results showed that preschoolers with low MAP scores were significantly more likely to be represented in school problem categories than were preschoolers with higher MAP scores. MAP Total scores differentiated problem and no-problem school children under all eight problem categories. These results confirm the predictive value of the MAP. Implications for refining school outcome variables in validity research on preschool screening instruments are discussed. 相似文献
16.
Preschool literacy experience and later reading achievement 总被引：2，自引：0，他引：2
During their children's preschool years, parents were asked about the frequencies of adult reading, parent-child reading, and children's solitary book activities in the home. Parental responses were compared for three groups of children defined according to the parents' reading skills and the children's reading achievement in Grade 2. The results indicated that the 22 preschoolers who became poorer readers had less frequent early literacy-related experiences than the 34 children who became better readers. 相似文献
17.
The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling. 相似文献
18.
Chris Singleton & Fiona Simmons 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):317-330
The aim of this study was to evaluate the utility of Wordshark , a multisensory drill-and-practice computer program designed to improve children's spelling and word recognition skills. A 20-item questionnaire on the use and effectiveness of the program was sent to 1312 schools in the UK that had purchased the program, and 403 replies were received (31% response rate). The results indicated that the program was being used in both primary schools and secondary schools. In the majority of schools the program was being used with SEN pupils, and very frequently it was incorporated within Individual Education Plans (IEPs). Wordshark was principally used to practice words, to introduce new words, to find out whether children can read and spell particular words, to reinforce teaching points, and as a reward for effort and/or good work. The children were reported to enjoy using the program and almost all (96%) of respondents stated that children were better motivated when using the program than when doing other classroom work. In the vast majority of cases, significant improvements in children's reading and spelling were reported. The findings are discussed in relation to the theory and practice of computer-assisted learning. 相似文献
19.
This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance. 相似文献
20.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献