Cynthia S. Puranik|Christopher J. Lonigan|Young-Suk Kim
Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children
Florida State University|Florida State University
purpose study examine emergent literacy skills contribute preschool childrens emergent writing namewriting letterwriting spelling skills emergent reading writing tasks administered 296 preschool children aged 45 years print knowledge letterwriting skills made positive contributions name writing whereas alphabet knowledge print knowledge name writing made positive contributions letter writing namewriting letterwriting skills made significant contributions prediction spelling controlling age parental education print knowledge phonological awareness lettername lettersound knowledge however letterwriting abilities made significant unique contribution prediction spelling letterwriting namewriting skills considered together name writing reflects knowledge letters rather broader knowledge letters may needed support early spelling childrens letterwriting skills may better indicator childrens emergent literacy developing spelling skills namewriting skills end preschool year spelling developmentally complex skill beginning preschool includes letter writing blending skills print knowledge lettername lettersound knowledge