Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children

Learning and Individual Differences
Cynthia S PuranikC J Lonigan

Abstract

The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill. Similar to research findings that the development of letter-names and letter-sound knowledge varies in acquisition, our findings indicate that the ability to write some letters is acquired earlier than the ability to write other letters. Although there appears to be an approximate sequence for the easiest and most difficult letters, there appears to be a less clear sequence for letters in the middle stages of development. Overall, girls had higher letter writing scores compared to boys. Gender differences regarding difficulty writing specific letters was less conclusive; however, results indicated that when controlling for ability level, girls had a higher probability of writing a letter correctly than boys. Implications of these findings...Continue Reading

Citations

Oct 16, 2014·Reading Research Quarterly·Cynthia S Puranik, Christopher J Lonigan
Feb 3, 2015·Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading·Rebecca TreimanBruce F Pennington
Apr 15, 2015·The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association·Sara Rosenblum, Liat Gafni-Lachter

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