Emergent literacy and early writing skills

Author(s): Pinto, Giuliana; Bigozzi, Lucia; Accorti Gamannossi, Beatrice; Vezzani, Claudio
Date Issued: July-September 2012
Description: An assessment of both the short- and long-term predictive power of various components of emergent literacy on early writing abilities and advanced writing competences, based on data from 72 children in Italy followed longitudinally from preschool to the end of the first grade of primary school
show entire record ↓
Journal Title: The Journal of Genetic Psychology
Volume Number: 173
Issue Number: 3
Page Range: 330-354
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

International Child Care & Early Education > Single-Country Studies
Country: Italy
ISSN: 0022-1325 Paper
1940-0896 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Benefits of compensatory preschool education Reports & Papers
Kindergarten prediction of reading skills: A longitudinal comparative analysis Reports & Papers
Early orientation & later school achievement Literature Review
Short-lived gains or enduring benefits?: The long-term impact of full-day kindergarten Fact Sheets & Briefs
Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate