Alphabetic skills in preschool: A preliminary study of letter naming and letter writing

Victoria J. Molfese, Jennifer Beswick, Andrew Molnar, Jill Jacobi-Vessels

Research output: Contribution to journalArticle

55 Citations (Scopus)

Abstract

Development of letter naming and writing (skills in writing first name, dictated and copied letters, and dictated and copied numbers) was examined in 79 preschool children (M age = 56 months). Skills were assessed in the fall to determine the status of these procedural skills that are components of alphabetic knowledge at the start of the school year. Children with high letter-naming scores also had high scores on letter writing, including dictated or copied letters and writing some or all of the letters of their names. Letter-naming skills were related to number-writing skills whether the numbers were dictated or copied. The highest writing scores were found for first name writing compared to writing or copying letters and numbers. A focus on the development of procedural knowledge in the preschool period may yield the hopep for impacts on later reading skills that has not been found in curricula emphasizing conceptual knowledge (e.g., knowledge of print concepts, book conventions).

Original languageEnglish (US)
Pages (from-to)5-19
Number of pages15
JournalDevelopmental Neuropsychology
Volume29
Issue number1
DOIs
StatePublished - Feb 10 2006

Fingerprint

Names
Preschool Children
Curriculum
Reading

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology

Cite this

Alphabetic skills in preschool : A preliminary study of letter naming and letter writing. / Molfese, Victoria J.; Beswick, Jennifer; Molnar, Andrew; Jacobi-Vessels, Jill.

In: Developmental Neuropsychology, Vol. 29, No. 1, 10.02.2006, p. 5-19.

Research output: Contribution to journalArticle

Molfese, Victoria J. ; Beswick, Jennifer ; Molnar, Andrew ; Jacobi-Vessels, Jill. / Alphabetic skills in preschool : A preliminary study of letter naming and letter writing. In: Developmental Neuropsychology. 2006 ; Vol. 29, No. 1. pp. 5-19.
@article{847bb25ba00a48f99a91d70ef62eb728,
title = "Alphabetic skills in preschool: A preliminary study of letter naming and letter writing",
abstract = "Development of letter naming and writing (skills in writing first name, dictated and copied letters, and dictated and copied numbers) was examined in 79 preschool children (M age = 56 months). Skills were assessed in the fall to determine the status of these procedural skills that are components of alphabetic knowledge at the start of the school year. Children with high letter-naming scores also had high scores on letter writing, including dictated or copied letters and writing some or all of the letters of their names. Letter-naming skills were related to number-writing skills whether the numbers were dictated or copied. The highest writing scores were found for first name writing compared to writing or copying letters and numbers. A focus on the development of procedural knowledge in the preschool period may yield the hopep for impacts on later reading skills that has not been found in curricula emphasizing conceptual knowledge (e.g., knowledge of print concepts, book conventions).",
author = "Molfese, {Victoria J.} and Jennifer Beswick and Andrew Molnar and Jill Jacobi-Vessels",
year = "2006",
month = "2",
day = "10",
doi = "10.1207/s15326942dn2901_2",
language = "English (US)",
volume = "29",
pages = "5--19",
journal = "Developmental Neuropsychology",
issn = "8756-5641",
publisher = "Psychology Press Ltd",
number = "1",

}

TY - JOUR

T1 - Alphabetic skills in preschool

T2 - A preliminary study of letter naming and letter writing

AU - Molfese, Victoria J.

AU - Beswick, Jennifer

AU - Molnar, Andrew

AU - Jacobi-Vessels, Jill

PY - 2006/2/10

Y1 - 2006/2/10

N2 - Development of letter naming and writing (skills in writing first name, dictated and copied letters, and dictated and copied numbers) was examined in 79 preschool children (M age = 56 months). Skills were assessed in the fall to determine the status of these procedural skills that are components of alphabetic knowledge at the start of the school year. Children with high letter-naming scores also had high scores on letter writing, including dictated or copied letters and writing some or all of the letters of their names. Letter-naming skills were related to number-writing skills whether the numbers were dictated or copied. The highest writing scores were found for first name writing compared to writing or copying letters and numbers. A focus on the development of procedural knowledge in the preschool period may yield the hopep for impacts on later reading skills that has not been found in curricula emphasizing conceptual knowledge (e.g., knowledge of print concepts, book conventions).

AB - Development of letter naming and writing (skills in writing first name, dictated and copied letters, and dictated and copied numbers) was examined in 79 preschool children (M age = 56 months). Skills were assessed in the fall to determine the status of these procedural skills that are components of alphabetic knowledge at the start of the school year. Children with high letter-naming scores also had high scores on letter writing, including dictated or copied letters and writing some or all of the letters of their names. Letter-naming skills were related to number-writing skills whether the numbers were dictated or copied. The highest writing scores were found for first name writing compared to writing or copying letters and numbers. A focus on the development of procedural knowledge in the preschool period may yield the hopep for impacts on later reading skills that has not been found in curricula emphasizing conceptual knowledge (e.g., knowledge of print concepts, book conventions).

UR - http://www.scopus.com/inward/record.url?scp=31944436699&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=31944436699&partnerID=8YFLogxK

U2 - 10.1207/s15326942dn2901_2

DO - 10.1207/s15326942dn2901_2

M3 - Article

C2 - 16390286

AN - SCOPUS:31944436699

VL - 29

SP - 5

EP - 19

JO - Developmental Neuropsychology

JF - Developmental Neuropsychology

SN - 8756-5641

IS - 1

ER -