Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school

Author:

McDonald Ruby-Rose,Schaughency ElizabethORCID,Boddie Kaitlin,Cameron Tracy A.,Carroll Jane L. D.

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference72 articles.

1. Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. https://doi.org/10.1111/j.0963-7214.2005.0037

2. Boddie, K. (2021). Contributions of school entry name writing, early literacy skills, and oral language to progress in beginning writing after one year of school. A 3rd Year undergraduate research report submitted to the Department of Psychology, University of Otago, Dunedin, New Zealand.

3. Barnett, A. L., Connelly, V., & Miller, B. (2020). The interaction of reading, spelling, and handwriting difficulties with writing development. Journal of Learning Disabilities, 53(2), 92–95. https://doi.org/10.1177/0022219419894565

4. Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345–363). The Guilford Press.

5. Berninger, V. W., & Chanquoy, L. (2012). What writing is and how it changes across early and middle childhood development: A multidisciplinary perspective. In E. L. Grigorenko, E. Mambrino, & E. D. D. Preiss (Eds.), Writing: A mosaic of perspectives (pp. 65–84). Psychology Press.

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