Profiles of Emergent Writing Skills Among Preschool Children

被引：11

作者：

Guo, Ying ^{[1
]}

Sun, Shuyan ^{[2
]}

Puranik, Cynthia ^{[3
]}

Breit-Smith, Allison ^{[4
]}

机构：

[1] Univ Cincinnati, Sch Educ, 260-C Teacher Dyer Complex,2610 McMicken Cir, Cincinnati, OH 45221 USA

[2] Univ Maryland Baltimore Cty, Dept Psychol, Math Psychol 334, 1000 Hilltop Circle, Baltimore, MD 21250 USA

[3] Georgia State Univ, Dept Educ Psychol Special Educ & Commun Disorders, 30 Pryor St,Ste 850, Atlanta, GA 30303 USA

[4] Univ Cincinnati, Sch Educ, 260-B Teacher Dyer Complex,2610 McMicken Cir, Cincinnati, OH 45221 USA

来源：

CHILD & YOUTH CARE FORUM | 2018年 / 47卷 / 03期

关键词：

Emergent writing; Letter knowledge; Phonological awareness; Cluster analysis; EARLY LITERACY SKILLS; LANGUAGE IMPAIRMENT; ALPHABETIC SKILLS; AGE CHILDREN; MONTE-CARLO; NAME; KINDERGARTEN; INSTRUCTION; KNOWLEDGE; GROWTH;

D O I：

10.1007/s10566-018-9438-1

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Research suggests that considerable individual differences may exist among preschool children in terms of emergent writing performance. However, there is no study examining this variability. This research explored the patterns of within-group individual differences in the emergent writing skills of preschool children. Cluster analysis was employed to identify profiles of emergent writing skills in two independent samples (children from middle-socioeconomic status backgrounds N = 36; children from socioeconomically and racial/ethnically diverse backgrounds N = 367). Cluster analysis identified three emergent writing profiles: (1) highest emergent writing-strength in letter writing and spelling; (2) average emergent writing-strength in name writing; and (3) lowest emergent writing across skills. Children's letter name knowledge and phonological awareness significantly predicted profile membership when controlling for age. These findings provide evidence regarding the heterogeneity of preschool children's emergent writing skills and suggest that different profiles of emergent writing can be explained by children's letter name knowledge, phonological awareness, and age.

引用

页码：421 / 442

页数：22

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