Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

ABSTRACT: The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their pro

SUBMITTER: Bindman SW 

PROVIDER: S-EPMC4183063 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature