The Early Writing Skills of Children Identified as At-Risk for Literacy Difficulties

Autor/inn/en	Thomas, Leiah J. G.; Gerde, Hope K.; Piasta, Shayne B.; Logan, Jessica A. R.; Bailet, Laura L.; Zettler-Greeley, Cynthia M.
Titel	The Early Writing Skills of Children Identified as At-Risk for Literacy Difficulties
Quelle	(2020), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Writing Skills; Emergent Literacy; Reading Difficulties; Screening Tests; Disability Identification; Writing Evaluation; Child Development; Writing Instruction; Early Childhood Education; Childrens Writing; Preschool Children; At Risk Persons + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Frühleseunterricht; Reading difficulty; Leseschwierigkeit; Screening-Verfahren; Kindesentwicklung; Schreibunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe
Abstract	Early writing is a foundational skill related to young children's literacy development and later reading and writing achievement. Examining children's early writing skills, particularly for those who have been identified as at-risk for later literacy difficulties, is critical to understanding potential differences in the early writing of these children and supports children need as their writing skills develop. Yet, we have an unclear understanding of the writing skills of young children at risk for literacy difficulties. In this study, we comprehensively assessed the early writing skills of 3- to 5.5-year old children (n = 128) to characterize the writing of young children identified as at-risk for later literacy difficulties and to compare the early writing skills of these children to their non-at risk peers. Results indicated that children who are considered at risk for later literacy difficulties lag behind their peers in a range of early writing skills, including name writing, letter writing, invented spelling, and story composition in preschool. Findings also suggest that early literacy screeners may identify children experiencing writing difficulties in addition to early reading challenges. Given the generally low writing ability of preschool-aged children, practical implications are discussed. [This paper was published in "Early Childhood Research Quarterly" Jan 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01