Exploring the relationship between letter recognition and handwriting in early literacy development. (September 2019)

• Record Type: Journal Article
• Authors: Reutzel, Pamela; Mohr, Kathleen AJ; Jones, Cindy D
• Is Part Of: Journal of early childhood literacy. Volume 19:Number 3(2019:Sep.)
• Page Start: 349
• Page End: 374
• Publication Date: 2019-09
• Subjects: Handwriting -- letter-writing fluency -- early literacy development -- kindergarten children -- transcription; Literacy -- Periodicals; Reading (Early childhood) -- Periodicals; Electronic journals; 372.6
• DOI: 10.1177/1468798417728099
• Languages: English
• ISSNs: 1468-7984

Abstract

Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing fluency. This study sought to delineate possible components of letter-writing fluency using four related tasks with kindergarten students. Results confirm the correlation between letter-naming and letter-writing fluency and indicate that recognition and manipulation of critical letter features correlate with letter-writing fluency. Findings suggest that awareness of critical features could be a part of early literacy instruction.