Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children
Datos Bibliográficos
| ID | 12136352 |
|---|---|
| Autores | Cynthia Puranik (0000-0003-2787-2522, University of Pittsburgh, autor de correspondencia), Cynthia S Puranik, Christopher J Lonigan (0000-0001-8173-0723, Florida State University), Youngsuk Kim (0000-0002-7378-2301, Florida State University), Young-Suk Kim |
| Año | 2011 |
| Volumen | 26 |
| Número | 4 |
| Páginas | 465-474 |
| Fecha de publicación | 2011-04-15 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2011.03.002 |
| PMID | 21927537 |
| PMCID | PMC3172137 |
| OpenAlex | W2092726365 |
| Idioma | EN |
| Citas recibidas | 38 |
| Referencias citadas | 63 |
Alphabet · Linguistics · Literacy · Mathematics education · Pedagogy · Phonemic awareness · Phonological awareness · Professional writing · Reading (process · Spelling · Writing system · Written language · Child Development and Digital Technology · Psychology · Reading and Literacy Development · Writing and Handwriting Education
From symmetry to asymmetry in sentence representation
Understanding preschool writing
Diseño y validación del Cuestionario Socio-familiar de los Dominios de Alfabetización Emergentes en estudiantes de enseñanza pre-escolar chilenos
Exploring children’s writing development in response to transition from pre-school to primary context in Turkish classrooms
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills
Lexical and Sublexical Skills in Children's Literacy
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom
Differential pathways of parenting support
Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders
Association Between Young Chinese Children’s Early Writing Skills and the Chinese Preschool Classroom Writing Environment
Digital literacy practices and identities of two children with refugee backgrounds
Conceptual knowledge of writing words and numbers
Nature-based reading and writing instructions in early childhood education
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
The early writing skills of children identified as at-risk for literacy difficulties
Cross-domain development of early academic and cognitive skills
An investigation of factors associated with letter-sound knowledge at kindergarten entry
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Relations between self-regulation and early writing
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
Letter sound characters and imaginary narratives
Developing together
Accommodating life's demands
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills
Measuring success
Emergent Writing in Preschoolers
Adult Supports for Preschool Writers During Learning Centers
Writing as a Path to the Alphabetic Principle
Ready, Set, Write
Understanding Preschool Educators' Writing Knowledge
Learning Letters
The Nature and Measurement of Children's Early Composing
Child‐level factors affecting rate of learning to write in first grade
Intergenerational Music Therapy
Learning to read and write
Child Development and Emergent Literacy
Learning to Read Words
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Why is letter-name knowledge such a good predictor of learning to read?
Learning To Read and Learning To Spell
Writing in four- to six-year-olds
Making concepts of print symbolic
An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters
Name writing and letter knowledge in preschoolers
Beginning to Read
Young Children's Concepts about Print and Reading
Developmental steps in learning to read
When Do Children Begin to Read
The Cooperative Research Program in First-Grade Reading Instruction
Invented Spelling Ability and Printed Word Learning in Kindergarten
What's in a Name? Children's Name Writing and Literacy Acquisition
Does Learning to Spell Help Beginners Learn to Read Words
The Cooperative Research Program in First‐Grade Reading Instruction
Development of young children's phonological and orthographic knowledge as revealed by their spellings
How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers
Oral language and code-related precursors to reading
The nature of phonological processing and its causal role in the acquisition of reading skills
| Obras citantes distintas | 38 |
|---|---|
| Citas por año | 2,53 |
| Intervalo de citas | 2011 - 2026 (16) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 38 |