Title

Preschoolers' name writing and letter knowledge

Document Type

Article

Publication Date

9-2009

Publication Source

Early Childhood Research Quarterly

Volume

24

Issue

3

Inclusive pages

263-270

DOI

10.1016/j.ecresq.2009.05.001

Peer Reviewed

yes

Abstract

Abstract: In this study, 114 preschoolers (M age=53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children''s letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize theletters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one''s name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children''s conceptual knowledge (of letter names, letter sounds, or the alphabetic principle).

Keywords

preschool children *preschool education *incongruity *developmental psychology *letters *writing *compostition (Language arts)

Disciplines

Psychology

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