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It also examines how rubric-scored name writing relates to children’s emergent and conventional literacy abilities. Data from 346 preschoolers across four data sets were scored with five detailed and one simple rubric. Results show highly correlated rubric scores and similar correlation magnitudes with literacy measures, suggesting equivalent assessment of children’s name-writing skills at a single time point.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparison-of-name-writing-rubrics-is-there-a-gold-standard-assessment-for-effective-intervention-volume-40-issue-1/592460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparison-of-name-writing-rubrics-is-there-a-gold-standard-assessment-for-effective-intervention-volume-40-issue-1/592460.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of this study on name-writing rubrics?","Question",{"text":112,"@type":113},"The study compares six name-writing rubrics to find whether any provides a better evaluation of preschoolers’ name-writing skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was children’s name writing assessed in the study?",{"text":117,"@type":113},"Name-writing data from 346 preschoolers across four data sets were scored using five detailed rubrics and one simple rubric.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about the rubrics?",{"text":121,"@type":113},"Scores across the rubrics were highly correlated, and their relationships to literacy skills had similar magnitudes, indicating equivalent indices at a single assessment point.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592460,1792210921,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Comparison of Name-Writing Rubrics: Is There a Gold Standard?  \nAssessment for Effective Intervention 2014, Vol. 40(1) 16–23  \n© Hammill Institute on Disabilities 2013 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1534508413502390](DOI: 10.1177/1534508413502390)[ ](DOI: 10.1177/1534508413502390)[aei.sagepub.com](aei.sagepub.com)  \nCynthia S. Puranik, PhD 1, Samantha Schreiber, MA 1, Erin Estabrook, MA 1, and Erin O’Donnell, MA2  \nAbstract  \nThe 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. Name-writing data were obtained from 346 preschoolers across four data sets and scored using six rubrics: five detailed rubrics and a simple rubric. Results indicated that the scores from these rubrics were highly correlated. Furthermore, the magnitude of the correlations between name-writing scores and children’s literacy skills were similar. Findings suggest that these rubrics provide an equivalent index of children’s name-writing skills at a single assessment point.  \nKeywords  \nassessment, emergent literacy, preschool, name writing, scoring rubrics, writing  \nAcross a sizable body of research, substantial evidence exists to indicate that name writing plays an important role in early literacy development. Previous studies have indicated a significant relation between name writing and phonological awareness (PA; Blair & Savage, 2006; Ferreiro & Teberosky, 1982), letter sounds (Blair & Savage, 2006), print knowledge (Cabell, Justice, Zucker, & McGinty, 2009; Ferreiro & Teberosky, 1982; Puranik, Lonigan, & Kim, 2011; Welsch, Sullivan, & Justice, 2003), letter names (Diamond, Gerde, & Powell, 2008; Welsch et al., 2003), letter writing (Bloodgood, 1999; Puranik et al., 2011), and spelling (Badian, 1982; Levin & Aram, 2004; Lonigan, Schatschneider, & Westberg, 2008; Strickland & Shanahan, 2004; Sulzby, Barnhart, & Hieshima, 1989) .  \nA child’s first name typically is the first word she or he learns to write (Clay, 1975; Martens, 1999), helping them to connect between oral and written language (Villaume & Wilson, 1989) and serving as a model for future writing (Bloodgood, 1999; Ferreiro & Teberosky, 1982; Martens, 1999). Because young children are more likely to be able to write their names before they are able to write other words, name writing is often used as the first indicator of a child’s writing competence. For example, in a local school district where data for this study was collected, name writing is the only writing activity included to examine writing proficiency in the end of the kindergarten year academic assessment.  \nThe assessment of name writing is very straightforward, easy, and quick; all one is required to do is give a child a pencil and a piece of paper and ask him or her to write his  \nor her first name. The evaluation of name writing, similar to the evaluation of any writing, however, is not as simple or straightforward. The main reason for this complexity is that children do not write their names conventionally from the start; instead, development of this skill gradually progresses during the preschool years, as they attempt to refine their writing and become more symbolic. Children may start out by first scribbling or drawing when asked to write their names. This scribbling becomes more controlled containing straight or zigzag lines. Controlled lines are then substituted with letter-like symbols, followed by random letters, to writing only the first letter in their names before they are able to write their entire first names accurately. So, any rubric used to examine name writing or beginning writing must account for the developmen","cbCaivQgrcjOMsja","https://ap.wps.com/l/cbCaivQgrcjOMsja","pdf",501365,"English","# Abstract\n## Study Purpose and Research Questions\n## Method and Scoring Rubrics\n## Results and Interpretation\n# Background on Name Writing and Early Literacy\n## Role in Literacy Development\n## Limits of Spelling Scales for Names\n## Developmental Progression of Name Writing","[{\"question\":\"What is the main goal of this study on name-writing rubrics?\",\"answer\":\"The study compares six name-writing rubrics to find whether any provides a better evaluation of preschoolers’ name-writing skills.\"},{\"question\":\"How was children’s name writing assessed in the study?\",\"answer\":\"Name-writing data from 346 preschoolers across four data sets were scored using five detailed rubrics and one simple rubric.\"},{\"question\":\"What do the results suggest about the rubrics?\",\"answer\":\"Scores across the rubrics were highly correlated, and their relationships to literacy skills had similar magnitudes, indicating equivalent indices at a single assessment point.\"}]","Comparison of Name-Writing Rubrics: Is There a Gold Standard? - Assessment for Effective Intervention - Volume 40 - Issue 1 | PDF",1792074631]