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.