An investigation of the relationship between children's writing and the development of alphabetic knowledge, of letter identification, and of word reading skills throughout the preschool year and a second study comparison of two scoring rubrics for children's knowledge of writing names and letters, one composed of a single component and a second of multiple components, based on data 286 children and their teachers in 46 state-funded preschool and Head Start classrooms in two mid-western states with kindergarten follow-up