Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.
Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.
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学龄前儿童的涌现写作：理论框架的初步证据。
DOI：
10.1002/rrq.79
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发表时间：
2014
影响因子：
4.2
通讯作者：
Lonigan,ChristopherJ
中科院分区：
文献类型：
--
作者：
Puranik,CynthiaS;Lonigan,ChristopherJ
研究人员和教育工作者使用“突发性读写能力”一词来指代一系列广泛的技能和态度，这些技能和态度是日后获得阅读和写作成功的基础技能；然而，新兴读写能力的模型通常集中在阅读和阅读相关行为上。因此，本研究的主要目的是阐明和评估紧急写作组成部分的理论模型。本文采用验证性因子分析对372名3 - 5岁学龄前儿童的紧急写作和写作相关技能的个体结构和发展差异进行了研究。分析结果表明，这些涌现的写作技能可以用三个相关但不同的因素来描述：(1)概念性知识，(2)程序性知识，(3)生成性知识。证据表明，这三个紧急写作因素显示出不同模式的关系，以紧急读写结构提出。讨论了理解写作发展和早期写作技能评估的意义。
Researchers and educators use the termemergent literacyto refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading‐related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing‐related skills were examined in 372 preschool children who ranged in age from 3 to 5 years, using confirmatory factor analysis. Results from the analyses provide evidence that these emergent writing skills are best described by three correlated but distinct factors: (1) Conceptual Knowledge, (2) Procedural Knowledge, and (3) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed.
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影响因子：
2.1
作者：
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通讯作者：
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影响因子：
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影响因子：
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通讯作者：
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影响因子：
2.1
作者：
Levin, I;Both-De Vries, A;Bus, A
通讯作者：
Bus, A
DOI：
--
发表时间：
1982
期刊：
--
影响因子：
--
作者：
E. Ferreiro
通讯作者：
E. Ferreiro