Samantha W. Bindman|Lori E. Skibbe|Annemarie H. Hindman|Dorit Aram|Frederick J. Morrison
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
University of Illinois Urbana-Champaign|Michigan State University|Temple College|Temple University|Tel Aviv University|University of Michigan–Ann Arbor
current study examines nature variability parents aid preschoolers context shared writing task well relations support childrens literacy vocabulary fine motor skills total 135 preschool children 72 girls parents primarily mothers ethnically diverse middleincome community observed writing semistructured invitation pretend birthday party together childrens phonological awareness alphabet knowledge word decoding vocabulary fine motor skills also assessed results revealed parents provided variable generally lowlevel support childrens approximation soundsymbol correspondence writing ie graphophonemic support well production letter forms ie print support parents frequently accepted errors rather asking corrections ie demand precision analysis parentchild dyads n 103 wrote childs name invitation showed parents provided higher graphophonemic print support writing childs name words overall parental graphophonemic support positively linked childrens decoding fine motor skills whereas print support demand precision related child outcomes sum study indicates parental support preschoolers writing may minimal uniquely linked key literacyrelated outcomes preschool