Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills     

Puranik CS  Lonigan CJ 《Early childhood research quarterly》2012,27(2):284-294

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   

FROM THE EDITOR     

Christopher Millson-Martula 《College & Undergraduate Libraries》2013,20(4):1-2

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A Review of: “The Digital Sublime: Myth,Power, and Cyberspace’     

Ronald E. Day 《The Information Society》2013,29(3):223-224

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German town revolts and the seventeenth‐century crisis∗     

Christopher R. Friedrichs 《Culture, Theory & Critique》2013,54(1):27-51

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Curriculum Design and Epistemic Ascent     

Christopher Winch 《Journal of Philosophy of Education》2013,47(1):128-146

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know‐how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds of know‐how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples.  相似文献   

Ration roulette     

Day M 《New scientist (1971)》1999,164(2213):18-19

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The McNamara Line and the Turning Point for Civilian Scientist-Advisers in American Defence Policy, 1966-1968     

Twomey  Christopher P. 《Minerva》1999,37(3):235-258

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The perceived impacts of e-government on U.S. cities: A survey of Florida and Texas City managers     

Christopher G. Reddick  Howard A. Frank 《Government Information Quarterly》2007

This study examines the perceived impacts of electronic government or e-government adoption on U.S. cities. This research conducted a survey of Texas and Florida city managers in the fall of 2005 to find out their opinions on the impact of e-government on their city government. The results indicated that e-government is having a positive impact on management, stakeholder involvement, needs and collaboration, and procurement in American cities. There are, however, concerns over spam or unsolicited e-mail and the ability of e-government to reduce the level of staffing. The results of this study imply that, according to city managers' perceptions, e-government adoption in American city governments is positively viewed as having an impact on their organizations and communities.  相似文献   

The High School Mascot as Icon     

Christopher D. Geist 《Journal of American culture (Malden, Mass. : 2003)》1978,1(3):569-573

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Using the internet in the K-12 classroom:     

Christopher?EssexEmail author 《TechTrends》2002,46(3):23-27

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