Cynthia S. Puranik|Christopher J. Lonigan
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills
University of Pittsburgh|Florida State University
goals study twofold first examine whether preschool childrens namewriting proficiency differentiated emergent reading writing tasks second examine effect name length preschool childrens emergent literacy skills including alphabet knowledge spelling study 1 range emergent literacy tasks administered 296 preschool children aged 45 years advanced name writers outperformed less advanced name writers emergent literacy measures furthermore children longer names show superior performance compared children shorter names study 2 four measures alphabet knowledge spelling administered 104 preschool children advanced name writers outperformed less advanced name writers alphabet knowledge spelling measures results indicated longer names translate advantage alphabet knowledge spelling tasks name writing proficiency length name appears associated preschool childrens developing emergent literacy skills name writing reflects knowledge letters rather broader knowledge letters may needed support early spelling