Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2023-11-21 DOI:10.1007/s11145-023-10492-6

Ruby-Rose McDonald, Elizabeth Schaughency, Kaitlin Boddie, Tracy A. Cameron, Jane L. D. Carroll

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Abstract

Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-entry alphabet knowledge consistently contributed to spelling measures and teachers’ judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly, at follow-up, with 1-year correctly spelled pseuodowords mediating the relation between school-entry phonological awareness and teachers’ judgments of progress in writing (WritingOTJ) at 2-year follow-up. School-entry name writing predicted later handwriting and correct spelling of letter sounds at 1-year follow-up, with 1-year correctly spelled letter sounds mediating the relation between school-entry name-writing and 2-year WritingOTJ. Finally, predictive relations between school-entry oral language skills and WritingOTJ emerged at 2-year follow-up. Results document links between school-entry alphabet knowledge and beginning writing. Cognitive-linguistic skills differentially added to predictions of later skills, supporting posited contributions of phonological awareness to spelling and oral language to proficient writing of older students. School-entry name-writing, associated with handwriting and letter-sound writing at 1-year follow-up, may reflect beginning transcription skills in young children.

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入学前两年的口语、早期读写能力和姓名书写对写作的贡献

早期读写能力和写作发展是相互关联的，然而对开始写作的预测因素的研究不如开始阅读那么好。本研究调查了在新西兰，除了入学口语和早期读写能力之外，入学时写名字对1 - 2年后写作技能的贡献。研究对象是102名儿童，他们从入学开始被跟踪了2年。研究变量同时相关且具有预测性，尽管多变量结果因结果测量而异。入学时的字母知识一直有助于拼写测量和教师对后续写作进展的判断。在随访时，入学语音意识对一项测量，拼写正确的假词有独特的贡献，1年拼写正确的假词调解了入学语音意识与教师对写作进步的判断(writinggotj)之间的关系。入学姓名书写预测了1年后的书写和正确拼写字母发音，1年正确拼写字母发音中介入学姓名书写与2年writinggotj之间的关系。最后，在2年的随访中，入学口语技能和写作能力之间出现了预测关系。结果证明了入学字母知识与开始写作之间的联系。认知语言技能不同程度地增加了对后期技能的预测，支持了语音意识对拼写和口语对熟练写作的贡献。入学时的姓名书写，在1年的随访中与手写和字母发音书写相关，可能反映了幼儿开始的转录技能。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.