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From Scribbles to Scrabble

Title: From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language.
Name(s): Puranik, Cynthia S, author
Lonigan, Christopher J, author
Type of Resource: text
Genre: Text
Date Issued: 2011-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed.
Identifier: FSU_pmch_22448101 (IID), 10.1007/s11145-009-9220-8 (DOI), PMC3309424 (PMCID), 22448101 (RID), 22448101 (EID)
Grant Number: P50 HD052120, P50 HD052120-01
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Reading and writing.
Issue: iss. 5, vol. 24

Choose the citation style.
Puranik, C. S., & Lonigan, C. J. (2011). From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language. Reading And Writing. Retrieved from