Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten

Victoria J. Molfese, Jennifer L. Beswick, Jill L. Jacobi-Vessels, Natalie E. Armstrong, Brittany L. Culver, Jamie M. White, Melissa C. Ferguson, Kathleen Moritz Rudasill, Dennis L. Molfese

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i. e., letter formation, orientation on the vertical axis, left-right orientation, and correct letter sequencing) would better reflect differences in children's writing knowledge in preschool and kindergarten than rubrics composed of one component (i. e., letter formation only). While developmental changes in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic writing instruction in preschool curricula are discussed.

Original languageEnglish (US)
Pages (from-to)133-150
Number of pages18
JournalReading and Writing
Volume24
Issue number2
DOIs
StatePublished - 2011

Keywords

  • Letter and word identification skills
  • Letter writing
  • Name writing
  • Rubrics for scoring writing

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

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