Child and Home Predictors of Children's Name Writing

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 () 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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 51 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.