Child and Home Predictors of Children's Name Writing. (11th December 2012)

• Record Type: Journal Article
• Authors: Gerde, Hope K.; Skibbe, Lori E.; Bowles, Ryan P.; Martoccio, Tiffany L.
• Other Names: Vinter Annie Academic Editor.
• Is Part Of: Child development research. Volume 2012(2012)
• Publication Date: 2012-12-11
• Subjects: Child development -- Periodicals; 305.23105
• DOI: 10.1155/2012/748532
• Languages: English
• ISSNs: 2090-3987

Abstract

Abstract : The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children (n = 103 ) were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children's knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children's name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children's name writing skills.