Ruby-Rose McDonald, Elizabeth Schaughency, Kaitlin Boddie, Tracy A. Cameron, Jane L. D. Carroll
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引用次数: 0
Abstract
Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-entry alphabet knowledge consistently contributed to spelling measures and teachers’ judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly, at follow-up, with 1-year correctly spelled pseuodowords mediating the relation between school-entry phonological awareness and teachers’ judgments of progress in writing (WritingOTJ) at 2-year follow-up. School-entry name writing predicted later handwriting and correct spelling of letter sounds at 1-year follow-up, with 1-year correctly spelled letter sounds mediating the relation between school-entry name-writing and 2-year WritingOTJ. Finally, predictive relations between school-entry oral language skills and WritingOTJ emerged at 2-year follow-up. Results document links between school-entry alphabet knowledge and beginning writing. Cognitive-linguistic skills differentially added to predictions of later skills, supporting posited contributions of phonological awareness to spelling and oral language to proficient writing of older students. School-entry name-writing, associated with handwriting and letter-sound writing at 1-year follow-up, may reflect beginning transcription skills in young children.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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