Journal of Research in Education
Eastern Educational Research Association
The purpose of this study was to examine the letter-writing ability of preschool children aged 3-5 years and the relationship between early literacy skills (i.e., alphabet knowledge, phonological awareness, and name writing) and letter-writing ability. Thirty-six children were individually assessed on letter writing and early literacy skills thought to be important for letter writing success: letter-name knowledge, letter-sound knowledge, beginning sound awareness, and name writing (i.e., writing names using letters or letter-like forms). Results showed that preschool children demonstrated substantial abilities to write upper-case and lower-case letters and children's age was significantly associated with letter-writing ability. Children's lower-case letter-name knowledge, letter-sound knowledge, and name writing were significantly related to letter writing comprised of upper-case and lower-case letter writing. Letter-sound knowledge and name writing significantly predicted upper-case letter writing and only letter-sound knowledge significantly predicted lower-case letter writing.
Brett-Smith, A., Hall, A. H., & Biales, C. (2018). Exploring preschool-age children’s ability to write letters. Journal of Research in Education, 28(2), 40-55.
The published version can be found here: https://www.eeraorganization.org/jre-falll-2018