Assessing Writing Children's name writing and literacy acquisition. literacy development among a group of preschool and kindergarten children was examined through changes in the form, function, and perception of their written names. (gordon blaine west & jeanne beck)name writing is one of the first tasks that young learners (yls) are taught as they develop their emerging writing skills.
Assessing Writing Automaticity in name writing paralleled control of the alphabet, recognition of several sight words, and emerging tracking ability. name has the instructional potential to help children connect literacy strands in a meaningful way. Analysis of assessments and writing samples indicates a sub stantial role for name in early literacy. name recognition correlates with age (.86) for 3 year olds, while name production correlates with alphabet knowledge (.55 to .77), word recognition (.49 to .62), and concept of word (.39 to .66) for 4 and 5 year olds. name letters. Rubric used to examine name writing or beginning writing must account for the development of these features that manifest themselves over time in children’s writing. Examines literacy development among a group of preschool and kindergarten children through changes in the form, function, and perception of their written names. studies 67 3 , 4 , and 5 year olds, their teachers, instructional aides, and 6 case study parents participating in a yearlong analysis.
Name Writing Assessment By Virtual Kinder Mama Tpt Rubric used to examine name writing or beginning writing must account for the development of these features that manifest themselves over time in children’s writing. Examines literacy development among a group of preschool and kindergarten children through changes in the form, function, and perception of their written names. studies 67 3 , 4 , and 5 year olds, their teachers, instructional aides, and 6 case study parents participating in a yearlong analysis. The assessment includes an item assessing the quality of name writing ability. each child writes their name on a piece of paper which is then evaluated on a six point scale. this item has been shown in previous research to be a reliable predictor of future reading and mathematical abilities at age seven (tymms, 1999b). The purpose of this study was to compare name writing using six different rubrics with the aim of ascertaining whether any were better for evaluating preschoolers’ name writing skills. in addition, we investigated the relation between name writing assessed using these six rubrics and children’s emergent and conventional literacy skills. This article discusses the potential significance of name writing skills in addressing many important questions about the development of early literacy skills. young children are inherently interested in producing their own names in print. Name writing proficiency, not length of name appears to be associated with preschool children’s developing emergent literacy skills. name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling.