Associations among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children At Risk of School Failure

Autor/inn/en	Diamond, Karen E.; Baroody, Alison E.
Titel	Associations among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children At Risk of School Failure
Quelle	In: Journal of Early Intervention, 35 (2013) 1, S.20-39 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815113499611
Schlagwörter	Correlation; At Risk Students; Preschool Children; Kindergarten; Academic Failure; Writing Skills; Alphabets; Poverty; English Language Learners; Disabilities; Comparative Analysis; Decoding (Reading); Scores; Emergent Literacy; Individualized Education Programs; Writing Achievement; Phonemic Awareness; Early Intervention; Disadvantaged Youth; Family Characteristics; Questionnaires; Graphemes; Hypothesis Testing; California; Indiana; Kansas; Maryland; West Virginia; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Buchstabenschrift; Armut; Handicap; Behinderung; Dekodierung; Frühleseunterricht; Individualized education program; Individualisierendes Lernen; Benachteiligter Jugendlicher; Fragebogen; Hypothesenprüfung; Hypothesentest; Kalifornien
Abstract	Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified disability and an Individualized Education Plan (IEP). Children's name writing skills in prekindergarten were compared with their letter knowledge and word decoding skills in prekindergarten and kindergarten. Two writing scores reflected the overall quality of children's writing and children's use of letters. By the end of prekindergarten, almost half of children wrote their first names correctly, and two thirds used only letters when writing their name. Children's name writing in prekindergarten was associated, concurrently, with letter and word decoding skills. Children's use of letters when writing their name in prekindergarten predicted growth of emergent literacy skills related to letter knowledge and to decoding and identifying words, even if the name was not written entirely correctly. While children who had an IEP had, on average, slightly lower levels of achievement than their peers, the pattern of associations among variables was similar for all children. Results are discussed in relation to the use of writing as a tool that teachers and interventionists can use in understanding and promoting children's early literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10