From scribbles to scrabble: preschool children’s developing knowledge of written language

Abstract

The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed.

A Diachronic Comparison of the Vai Script of Liberia (1834–2005)

“…[38,39,40,41,42]. We expect, for example, that documented changes to the Vai script will enrich discussions of how graphic codes make the transition from non-linguistic sign systems to full writing.…”

Early Writers in Northern Communities: Ways Teachers Might View and Reflect on Writers’ Representations

“…Although, there is a general move towards more advanced writing forms, directional patterns, and message content across the early years (TolchinskyLandsmann, & Levin, 1985;Puranik, & Lonigan (2011, development is uneven. Children of the same age may show wide variation with quite different patterns and abilities; of strengths and gaps in their knowledge and skill (Dyson, 1985;Molfese et al, 2011).…”

Exploring Content Validity of Shore Handwriting Screening and Newly Developed Score Sheet With Pre-Kindergarten Students

“…The universal characteristics are demonstrated through abstract writings that include straight lines separated by spaces. Writing then progresses to more language-specific features (Puranik & Lonigan, 2009). …”