Abstract
From Levin’s seminal research, it appears that name writing, a natural focus of most young children, is the first stable written form with meaning. Inspired by Levin’s finding, we began to investigate the role of name writing in children’s acquisition of alphabetic knowledge. We present here a series of three Dutch studies from which it appears that children’s understanding of writing as a symbolic device starts with the first letter of the proper name.
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Both-de Vries, A.C., Bus, A.G. (2010). It’s All in the Name. In: Aram, D., Korat, O. (eds) Literacy Development and Enhancement Across Orthographies and Cultures. Literacy Studies, vol 2. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0834-6_1
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