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1.
Margarida Alves Martins Cristina Silva 《European Journal of Psychology of Education - EJPE》2001,16(4):605-617
Following several studies on the relationship between phonological awareness, children’s knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children’s knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp. G. 1) or the middle sound (Exp. G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp. G. 1 gave better results than Exp. G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically. 相似文献
2.
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
3.
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
4.
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
5.
Young children's knowledge about printed names 总被引：2，自引：0，他引：2
Four experiments examined young children's knowledge about the visual characteristics of writing, specifically personal names. Children younger than 4 years of age, even those who could read no simple words, showed some knowledge about the horizontal orientation of English names, the Latin letters that make them up, and their left-to-right directionality. Preschoolers also had some familiarity with the shapes of the letters in their own first name, especially the leftmost letter. Knowledge of the conventional capitalization pattern for English names emerged later, after a period during which children preferred names in all uppercase letters. When tested with personal names, the kind of word they know best, young children are surprisingly knowledgeable about the visual characteristics of writing. 相似文献
6.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
7.
This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4–5 years, named environmental print (EP), wrote their own name, identified correct names and EP words amongst foils and detected foil letters within EP and names. Results showed that phonological awareness and letter-sound knowledge were not related to EP recognition. Name writing accuracy and name identification were related to both levels of phonological awareness. Furthermore, name writing showed a unique association with phonological awareness even after letter-sound knowledge was controlled statistically. Pre-readers may first use meta-linguistic phonological awareness in their name writing and identification prior to learning to read. 相似文献
8.
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in bag, more accurately than long vowels, as in gate. The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as gat for words with long vowels such as gate were more common among US children, reflecting these children’s use of vowels’ names as a guide to spelling. The English children’s performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children’s patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. 相似文献
9.
George Manolitsis George Georgiou Kathy Stephenson Rauno Parrila 《Learning and Instruction》2009,19(6):466-480
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children responded to a questionnaire on home literacy activities and the teachers reported on children's task-focused behaviour. In Grades 1 and 2 the children's word decoding and reading fluency were assessed. Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages. Task-focused behaviour and letter knowledge in kindergarten predicted significantly nonword decoding in Grade 1, but their effect was stronger in English than in Greek. This pattern was not replicated for reading fluency in Grade 2. 相似文献
10.
Research Findings: Environmental print provides children with their earliest print experiences. This observational study investigated the frequency of mother–child environmental print referencing and its relationship with emergent literacy. A total of 35 mothers and their children (ages 3–4 years) were videotaped interacting in an environmental print–rich play setting. The frequency of environmental print referencing of letters and words was measured. Children were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, name and letter writing, environmental print reading). In all, 69% of mothers referenced environmental print. After child age, home literacy teaching, and maternal education were controlled for, greater maternal referencing of environmental print was positively related to print concepts and name and letter writing. Child environmental print referencing was positively related to name and letter writing as well as to maternal environmental print referencing. Mothers used a range of mediation strategies to support children's interactions with environmental print. Practice or Policy: Maternal referencing of environmental print may be a useful way to scaffold emergent literacy in young children. 相似文献
11.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
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. 相似文献
12.
Learning the sounds of letters is an important part of learning a writing system. Most previous studies of this process have
examined English, focusing on variations in the phonetic iconicity of letter names as a reason why some letter sounds (such
as that of b, where the sound is at the beginning of the letter’s name) are easier to learn than others (such as that of w, where the sound is not in the name). The present study examined Hebrew, where variations in the phonetic iconicity of letter
names are minimal. In a study of 391 Israeli children with a mean age of 5 years, 10 months, we used multilevel models to
examine the factors that are associated with knowledge of letter sounds. One set of factors involved letter names: Children
sometimes attributed to a letter a consonant–vowel sound consisting of the first phonemes of the letter’s name. A second set
of factors involved contrast: Children had difficulty when there was relatively little contrast in shape between one letter
and others. Frequency was also important, encompassing both child-specific effects, such as a benefit for the first letter
of a child’s forename, and effects that held true across children, such as a benefit for the first letters of the alphabet.
These factors reflect general properties of human learning. 相似文献
13.
Children's ability to read and spell their own and classmates' personal names in and out of context in Hebrew was studied. Preliterate children aged 4 to 6 years (N = 60) showed high knowledge of their own names but varied greatly in knowledge of others' names and emergent literacy skills. Reading and spelling of names was primarily related to letter knowledge rather than to phonemic awareness. Superior performance with initial over medial/final letters occurred despite no capitalization in Hebrew names. Names of two letters were read better than longer names, which were read equally well, indicating use of partial cues. These results bear on Ehri's (2005) phase theory. We speculate that informal learning of names is founded on letter knowledge plus exposure to names and is fueled by children's interest in names. 相似文献
14.
Michelle M. Neumann Michelle Hood David L. Neumann 《Early Childhood Education Journal》2009,36(4):313-319
The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains
to be fully explored. The present report describes how one parent scaffolded her young child’s emergent writing and letter
knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys
meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach
incorporating the tracing of letters and whole body movements, and common household objects to guide the child’s learning
of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child
copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how
to provide engaging opportunities for literacy learning in the home environment or in an early educational context. 相似文献
15.
Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5½-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child’s first letter of the name to test spelling skills and phonemic sensitivity. Name writing correlated with children’s knowledge of the first letter of the name and phonemic sensitivity for the sound of the first letter of the name. Hierarchical regression analysis makes plausible that both knowledge of the first letter’s name and phonemic sensitivity for this letter explain why name writing results in phonetic spelling with the name letter. Practical implications of the findings are discussed. 相似文献
16.
Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy 总被引：1，自引：0，他引：1
This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3–5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3–4 years gained from literacy programs as much as did older children, aged 4–5, on all the measures assessed in our program. 相似文献
17.
《Early childhood research quarterly》2005,20(2):220-238
This research had three aims: first, to examine the relationship between two components of emergent literacy: contextual (environmental print, print functions, identifying literacy activities) and non-contextual knowledge (e.g., letters’ names, phonemic awareness, concept of print, etc.); second, to explore the relationship between children's knowledge of each of the two components and their socio-economic status (SES) level in the community; and third, to study if and how these two components predict children's word recognition and emergent writing. The sample included 70 kindergarteners from two communities: 34 from a low SES community and 36 from a middle SES community. Results confirmed the existence of the two proposed distinct components of emergent literacy knowledge—the contextual and non-contextual. Compared with their higher SES peers, low SES children had poorer contextual and non-contextual knowledge. Finally, word recognition and emergent writing were predicted by non-contextual components: phonemic awareness, letters’ names, and concept of print knowledge, and not by contextual knowledge, age, or SES group. Implications for future research and educational practice are discussed. 相似文献
18.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
19.
Liliana B. Zecker 《Reading and writing》1996,8(1):5-25
This investigation explored the emergent knowledge of genre-specific characteristics of twenty kindergartners and twenty first graders, who were invited to compose three types of genre stories, personal letters, and shopping lists at three different times during the school year. Both groups responded to the request to write different types of genre by applying a variety of writing forms. At both grade levels, stories and personal letters were associated with more conventional writing systems than the list. Shopping lists were more consistently associated with less-conventional writing systems within children's repertoires of writing forms. Genre characteristics are suspected to have determined, at least partially, those patterns of association. The children's readings of their own compositions provided substantial information about their developing knowledge of communicative function and form. It was the list and not the narrative that was the best-known genre among children in both groups. Intermediary compositional forms for the story and the personal letter were composed by children at both grade levels as the school year progressed. The findings highlight the flexible nature of young writers' emergent composing process and the importance of genre as an influential factor on that process. It also highlights the limitations of assessing the young authors' knowledge of written language solely on the basis of their written products. Results of the study also raise questions about the preconceived notion of the primacy of the narrative genre over other types of genre during the early years and the implicit notion guiding many writing curricula that graphic aspects of writing should precede compositional undertakings. 相似文献
20.
Porpodas CD 《Journal of learning disabilities》1999,32(5):406-416
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words. 相似文献