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Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills

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References

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1998Child Development and Emergent Literacy2,622 cited
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1982Literacy Before Schooling859 cited
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1993Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers.455 cited
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1975What did I write374 cited
2005Understanding print: Early reading development and the contributions of home literacy experiences276 cited
2009From scribbles to scrabble: preschool children’s developing knowledge of written language260 cited
1999What's in a Name? Children's Name Writing and Literacy Acquisition

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235 cited

1992Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling228 cited

2002Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes213 cited

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2015The Development of a Descriptive Measure of Early Childhood Writing86 cited
2017Home literacy practices and preschool children’s emergent writing skills: An initial investigation76 cited
2018Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices55 cited
2017How to create a successful reader? Milestones in reading development from birth to adolescence54 cited
2015Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps45 cited