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

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Description:
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
Country:
United States
State(s):
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.

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