title: Young children's knowledge about the spatial layout of writing.
abstract: Children who are knowledgeable about the basic properties of writing when formal literacy instruction begins are better prepared to benefit from that instruction than children who know less about this topic. In the present study, we examined U.S. preschoolers' knowledge about one aspect of writing: its spatial arrangement. Our participants, who had a mean age of 4 years, 2 months and who could not read any words in a list of simple words, were significantly above the level of chance at determining that horizontally arranged strings of letters are more like the writing in books than are letters with vertical, diagonal, or scattered arrangements. Contrary to the theory that children learn about the characteristics of writing that hold true in all writing systems before they learn about the characteristics that are specific to their own writing system, young children did not show a priority for vertical arrangements. The results are more consistent with the hypothesis that preschoolers apply their statistical learning skills to the spatial layout of writing.
authors.affiliation: Psychology Department, Washington University in St. Louis.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Treiman
authors.affiliation: Psychology Department, University of Chicago.
authors.forename: Kevin
authors.initials: K
authors.lastname: Mulqueeny
authors.affiliation: Psychology Department, Washington University in St. Louis.
authors.forename: Brett
authors.initials: B
authors.lastname: Kessler
keywords: emergent literacy; print awareness; print concepts; statistical learning; writing orientation