Influences of the Home Learning Environment on Name Writing Ability in Preschoolers

Abstract

Previous research has shown that name writing ability is an importaflt precursor to future literacy skills (National Early Literacy Panel [NELP], 2008). The home learning environment has been shown to influence emergent literacy skills in areas such as vocabulary and phonological awareness; however, it is unclear whether the home learning environment influences name writing development. In the present study, 110 preschoolers were asked to write their name on a piece of paper, without receiving any assistance, and the resulting products were coded. Their mothers completed a questionnaire asking about the learning environment provided in their homes. Linear regressions were performed to determine if literacy activities at home are predictors of children's name writing ability. It was hypothesized that the children of parents who engage in literacy teaching behaviors more frequently in their home would demonstrate greater name writing ability than the children of mothers who engage in literacy activities with less frequency (i.e., that the frequency with which mothers engage in literacy teaching behaviors would be a predictor of name writing ability). However, this hypothesis was not supported, as the frequency with which literacy teaching behaviors occurred at home did not significantly predict name writing ability.