Name-Writing Skills of Low-Income Taiwanese Children: The Concurrent Predictive Effects of Emergent Reading and Vocabulary Ability
Author:
Funder
Ministry of Science and Technology, Taiwan
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s13158-022-00342-x.pdf
Reference58 articles.
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2. Badian, N. A. (1998). A validation of the role of preschool phonological and orthographic skills in the prediction of reading. Journal of Learning Disabilities, 31, 472–481. https://doi.org/10.1177/002221949803100505
3. Blair, R., & Savage, R. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing, 19, 991–1016. https://doi.org/10.1007/s11145-006-9027-9
4. Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition. Reading Research Quarterly, 34, 342–367. https://doi.org/10.1598/RRQ.34.3.5
5. Campbell, K., Chen, Y. J., Shenoy, S., & Cunningham, A. E. (2019). Preschool children’s early writing: Repeated measures reveal growing but variable trajectories. Reading and Writing, 32, 939–961. https://doi.org/10.1007/s11145-018-9893-y
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