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ERIC Number: EJ914720
Record Type: Journal
Publication Date: 2011-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0922-4777
Evidence of Alphabetic Knowledge in Writing: Connections to Letter and Word Identification Skills in Preschool and Kindergarten
Molfese, Victoria J.; Beswick, Jennifer L.; Jacobi-Vessels, Jill L.; Armstrong, Natalie E.; Culver, Brittany L.; White, Jamie M.; Ferguson, Melissa C.; Rudasill, Kathleen Moritz; Molfese, Dennis L.
Reading and Writing: An Interdisciplinary Journal, v24 n2 p133-150 Feb 2011
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis, left-right orientation, and correct letter sequencing) would better reflect differences in children's writing knowledge in preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic writing instruction in preschool curricula are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A