Abstract
To identify the relationship between early reading and writing performance, 48 kindergarten students (M age = 74.23 months) were assessed during the second semester. Significant correlations were found between reading, handwriting, fine-motor, and visual-motor measures. The scores of students in the At Risk reading group were significantly lower in handwriting, fine-motor, and visual-motor measures than students in the At Grade Level–reading group. Predictors of alphabet writing included student age, name writing, and initial sound fluency. Predictors of name writing included student age, alphabet writing, and visual-motor integration tests.
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