Child Care and Early Education Research Connections

Skip to main content

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

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

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Infusing diversity constructs in preservice teacher preparation: The impact of a systematic faculty development strategy

Reports & Papers

Environment and Policy Assessment and Observation


Physical activity lessons in preschools

Reports & Papers

Individualized Classroom Assessment Scoring System

Release: 'v1.26.0' | Built: 2023-03-27 11:27:55 EDT