From scribbles to scrabble: preschool children’s developing knowledge of written language

From scribbles to scrabble: preschool children’s developing knowledge of written language The purpose of this study was to concurrently examine the development of written language across different 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 demonstrate knowledge about writing before beginning school and receiving formal instruction. 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. Preschoolers appear to progress along a continuum from scribbling to conventional spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these findings on writing development are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

From scribbles to scrabble: preschool children’s developing knowledge of written language

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9220-8
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to concurrently examine the development of written language across different 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 demonstrate knowledge about writing before beginning school and receiving formal instruction. 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. Preschoolers appear to progress along a continuum from scribbling to conventional spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these findings on writing development are discussed.

Journal

Reading and WritingSpringer Journals

Published: Nov 26, 2009

References

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