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Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills

A study in two parts: (1) an investigation of the links between performance on emergent reading and writing tasks and both name-writing abilities and name length, based on data from 296 51- to 65-months-old preschoolers in north Florida; and (2) an examination of the relationship between name length and both alphabet knowledge and spelling, based on data from 104 37- to 71-month-old preschool children, from a city in western Pennsylvania
Resource Type:
Reports & Papers
United States
Florida; Pennsylvania

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