Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children     

Puranik CS  Lonigan CJ  Kim YS 《Early childhood research quarterly》2011,26(4):465-474

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   

From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language     

Puranik CS  Lonigan CJ 《Reading and writing》2011,24(5):567-589

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   

Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction     

Al Otaiba S  Folsom JS  Schatschneider C  Wanzek J  Greulich L  Meadows J  Li Z  Connor CM 《Exceptional children》2011,77(4):453-470

Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.  相似文献   

Building Measurements: Assessing Success of the Library's Changing Physical Space     

Christopher Stewart  Assistant Professor 《The Journal of Academic Librarianship》2011,37(6):539-541

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Popular E-Content at The New York Public Library: Successes and Challenges     

Christopher Platt 《Publishing Research Quarterly》2011,27(3):247-253

Updated from a presentation given at Biblionext.it in Rome in April 2011, this article will highlight The New York Public Library’s success with e-books and other forms of popular e-content and our efforts to stay one step ahead of the consumer shift from print reading to e-reading. Consumer e-reading is dominated by Amazon.com in the US, followed by one of the largest chain bookstores, BarnesandNoble.com. The availability of digital versions of very popular titles, coupled with the explosion of e-readers, tablets, and smartphones that are priced competitively and fairly easy to use, are helping move a lot of Americans into the e-book world. Last month, Amazon.com announced they sold more e-books than physical books for the first time ever. Print books are not going away, but our experience is that it is clear e-books are no longer just an extra format to offer, they are integral to our future.  相似文献   

Selected metabolic responses to skateboarding     

Hetzler RK  Hunt I  Stickley CD  Kimura IF 《Research quarterly for exercise and sport》2011,82(4):788-793

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Antecedents of perceived coach autonomy supportive and controlling behaviors: coach psychological need satisfaction and well-being     

Stebbings J  Taylor IM  Spray CM 《运动与训练心理学杂志》2011,33(2):255-272

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.  相似文献   

Chinese teachers’ approaches to classroom assessment     

Coombs  Andrew  Rickey  Nathan  DeLuca  Christopher  Liu  Shujie 《Educational Research for Policy and Practice》2022,21(1):1-18

Educational Research for Policy and Practice - This study employed a quantitative research design to investigate Chinese teachers’ conceptions of classroom assessment and perceived skills. A...  相似文献   

The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills     

Yaoying Xu  Christopher Chin  Evelyn Reed  Cynthia Hutchinson 《Early Childhood Education Journal》2014,42(5):295-304

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed.  相似文献   

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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