Situated at a Northern California adult school, this study offers insight into the developmental process of adult emergent print literacy development in an L2 context, with specific attention to the earliest stages. Focused on four adult students each having 0–1 year of formal L1 education, the researcher documented instances of copying classroom text over a 5-month period. In alignment with children’s orthographic development, the findings indicate that adults new to writing may also progress along a similar trajectory of written shape production, relying on both motor skill development and the subsequent integration of a perceptual-motor component.

Moreover, these learners demonstrated varying levels of attunement to orthographic features of text, including letter count and sequence, word segmentation, and adherence to semiotic norms of paper orientation, lines, and margins. The variance between the participants resulted in varying learner starting points depending on which skills students had previously acquired or been exposed to. Consequently, practitioners should not make any assumptions about the skills incoming students already possess; additionally, practitioners must be conscious of the varying cognitive demands entailed within a simple copying task given the myriad of novel skills entailed.

这项研究位于北加利福尼亚州的一所成人学校中，它提供了在L2语境下对成人紧急印刷素养发展的发展过程的见识，尤其是在最早的阶段。研究人员针对四名成人学生，每位学生接受了0-1年的正规L1教育，研究人员记录了在5个月内复制课堂文本的实例。与儿童的正字法发展相吻合，研究结果表明，刚接触写作的成年人也可能沿着相似的书面形状产生轨迹发展，这既取决于运动技能的发展，又取决于随后的感知运动成分的整合。

此外，这些学习者还表现出对文字正字特征的不同程度的关注，包括字母计数和顺序，单词分割以及对纸张方向，线条和边距的符号规范的遵守。参与者之间的差异导致学习者的起点有所不同，具体取决于学生先前掌握或接触过的技能。因此，从业者不应对入学学生已经具备的技能做出任何假设；另外，鉴于需要大量的新颖技能，从业者必须意识到在简单的复制任务中所产生的各种认知要求。