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1.
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
2.
Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
3.
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
4.
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
5.
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
6.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
7.
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
8.
Michelle Rosen Haney 《Early Childhood Education Journal》2002,30(2):101-105
This article discusses the potential significance of name writing skills in addressing many important questions about the development of early literacy skills. Young children are inherently interested in producing their own names in print. Furthermore, young children appear to construct their understandings of name writing skills in a predictable, sequential pattern. Questions raised include whether the development of name writing skills mirrors the development of other important cognitive skills, the potential of name writing skills to offer insight as to how young children learn important literacy concepts, the use of name writing as a developmental indicator for children that may be at risk for reading difficulties, and the potential for structured activities using name writing to facilitate the development of emergent literacy skills. 相似文献
9.
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children’s speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children’s books influenced parent utterances throughout the age range studied, but children’s utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters’ sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment. 相似文献
10.
11.
《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
12.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control).
Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name
and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and
post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling
measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition.
Benefits did not generalize to other emergent literacy skills. 相似文献
13.
Four year old children’s acquisition of print knowledge during electronic storybook reading 总被引：1，自引：0，他引：1
The experiment reported here explored the importance of engaging 4-year-old children’s interest in the print itself during
storybook reading. We explored the effect of computer animation of the print in order to draw the child’s attention to each
word as it was read. We also investigated the influence of illustrating that not all visual displays are readable print on
the child’s print knowledge. The measures of interest were print concept knowledge and early reading skill. Results indicated
that simply drawing children’s attention to the print during shared reading was insufficient to facilitate children’s learning
of print conventions, but this attention to print while hearing stories read did improve children’s letter reading. The child’s
active engagement with the print during shared story reading led to further improvements in written language skills, as illustrated
by gains in knowledge about print concepts. 相似文献
14.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引：1，自引：1，他引：0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
15.
Young children are exposed to environmental print within their communities and this print may be a useful resource to foster emergent literacy skills. This pre-post-test randomised controlled study examined the effects of using environmental print to enhance emergent literacy skills in children aged three to four years (N = 50) from a low-SES community in south-east Queensland, Australia. The 8-week (30 min/week) environmental print programme provided multisensory strategies for children to interact with environmental print by identifying letters and words, tracing letters with fingers, and writing letters. ANCOVAs were conducted with pre-test scores as covariates. Children in the environmental print group significantly out-performed the control group on print knowledge, sound knowledge, and print awareness skills. The programme had moderate to large effects sizes and showed that guiding low-SES preschoolers’ interactions with environmental print using multisensory strategies is an effective way to foster emergent literacy skills. 相似文献
16.
Howard P. Parette Jack J. Hourcade Jenny M. Dinelli Nichole M. Boeckmann 《Early Childhood Education Journal》2009,36(4):355-363
Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between
children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target
five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software,
is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a
brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the
potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. 相似文献
17.
The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers’ use of tablet application software and support their educational development in domains such as literacy. This article reviews current findings on using touch screen tablets in supporting early literacy development within a theoretical framework. The evidence suggests that tablets have the potential to enhance children’s emergent literacy skills (e.g., alphabet knowledge, print concepts, and emergent writing). However, the optimal use of tablets for early literacy learning may be dependent upon the type of scaffolding used by parent or teacher and the availability and quality of literacy tablet applications. Practical implications and suggestions for future research are discussed. 相似文献
18.
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
19.
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
20.
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