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 journalArticlepeer-review

71 Scopus citations


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
Issue number1
StatePublished - 2006
Externally publishedYes

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology


Dive into the research topics of 'Alphabetic skills in preschool: A preliminary study of letter naming and letter writing'. Together they form a unique fingerprint.

Cite this