The Relationship Among Name Writing and Early Literacy Skills in Kindergarten Children.

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The relationship among name writing and early literacy skills in kindergarten children. | Copyright information COPYRIGHT 2003 State University of New York at Buffalo - School of Law. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group.

Early name writing may represent a child's first step in using printed symbols for meaning. This study investigated the relationship between name writing and early literacy skills in kindergarten students. A measure of name writing proficiency was developed (Name Writing Scale). Results revealed that name writing was significantly correlated with word and non-word identification. No significant gender differences were found on the measure of name writing. Suggestions are made for future research to address inclusion of name writing assessments in early screening batteries for students at-risk for reading difficulties, and to address the hypothesis that name writing skills may ...

Relationships Between Kindergarten Teachers' Perceptions of Literacy Acquisition and Children's Literacy Involvement and Classroom Materials.

The relationship among name writing and early literacy skills in kindergarten children. | Copyright information COPYRIGHT 1998 Heldref Publications. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group.

ABSTRACT Relationships between teachers' perceptions of literacy acquisition and (a) children's involvement in literacy events and (b) the quantity and quality of classroom literacy materials were examined. The participants were 12 kindergarten teachers and 16 randomly selected students from each teacher's classroom. For data analysis purposes, responses on the Literacy Acquisition Perception Profile, verified through teacher interviews, were used to label teachers' perceptions as representing either a reading readiness skills or emergent literacy perspective. Children's voluntary involvement in literacy events was observed and recorded during a 12-week period. The Inventory ...

Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low-and Middle-Income Backgrounds.

The relationship among name writing and early literacy skills in kindergarten children. | Copyright information COPYRIGHT 1999 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group.

Research has indicated a substantial overlap between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). However, few studies concerning this overlap have been conducted with preschool children. This study examined the overlap between behaviors associated with ADHD and emergent literacy skills in preschool children. ...

Over the last 10 years, almost 40% of the nation's fourth graders and 60% of children growing up in poverty have failed to meet basic literacy standards (National Assessment of Education Progress, 2003). If the American early education system does not do something dramatically different, in the next decade, 13 million more children will not realize their potential (Juel, 1988; West, Denton, & Germino-Hausken, 2000). It is widely accepted that one of the best ways to address this problem is to provide quality prekindergarten education, so that all children start kindergarten with the skills necessary to succeed (Bowman, Donovan, & Burns 2001; Snow, Burns, & Griffin, 1998). When ...

5. Shows awareness of distinction

This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in teacher ratings of the classroom competence, emotional and behavioral self-control, and ...

Abstract. This study examined the effectiveness of the Montana Early Literacy Project (MELP) curriculum on literacy and language skills of preschool-age children in Head Start. The MELP model utilizes everyday events and existing routines of classroom and home environments to build literacy and language directly into children's daily experiences. Using a control group design, the researchers analyzed skill development in preschool children participating in a classroom, using the MELP model as a supplement to the traditional Head Start curriculum (n=14). Results were compared to children who participated in the traditional Head Start curriculum (n=15). Assessments used were the Emerging ...