| Title |
From scribbles to scrabble: preschool children’s developing knowledge of written language
|
|---|---|
| Published in |
Reading and Writing, November 2009
|
| DOI | 10.1007/s11145-009-9220-8 |
| Pubmed ID | |
| Authors |
Cynthia S. Puranik, Christopher J. Lonigan |
| Abstract |
The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 160 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 3% |
| Iran, Islamic Republic of | 1 | <1% |
| Unknown | 155 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 31 | 19% |
| Student > Master | 29 | 18% |
| Researcher | 14 | 9% |
| Student > Doctoral Student | 11 | 7% |
| Lecturer | 11 | 7% |
| Other | 32 | 20% |
| Unknown | 32 | 20% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 36 | 23% |
| Psychology | 33 | 21% |
| Arts and Humanities | 11 | 7% |
| Linguistics | 9 | 6% |
| Medicine and Dentistry | 5 | 3% |
| Other | 26 | 16% |
| Unknown | 40 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 20 November 2013.
All research outputs
#19,824,157
of 25,269,846 outputs
Outputs from Reading and Writing
#682
of 828 outputs
Outputs of similar age
#164,576
of 179,299 outputs
Outputs of similar age from Reading and Writing
#6
of 6 outputs
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