Gender, Visual-Motor Skill, Self-Regulation, and Letter Knowledge as Predictors of Preschoolers' Name-Writing Skills
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Authors
Finan, Caitlin C.
Issue Date
2010
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
Research has established emergent writing as an important tool for enhancing the skills
necessary in the achievement of literacy proficiency. Thus, the identification of predictors of
preschool writing is not only an important step in promoting the development of early written
language competencies, but also in promoting the acquisition of more advanced literacy
knowledge. While the majority of literature in this area focuses on factors within the literacy
domain that influence the sophistication of emergent writing, the present study attempts to define .
a more holistic model of writing development by considering the influence of non-literacy
factors on preschoolers' representations. of written language. Results reveal that gender, visual-motor
skills, self-regulatory abilities, and letter knowledge are all significant predictors of
preschool name writing when entered into simple regressions. When analyzed using a multiple
regression that accounted for age, however, only gender, visual-motor skills, and letter
knowledge contributed significantly to the model. Based on these findings, the discussion section
proposes methods for equipping preschool children with the skills necessary to achieve optimal
writing success.
Description
vi, 34 p.
Citation
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License
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