Aspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, M_age = 6:7, SD = 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

尽管尚不清楚它们与拼写和书写的关系，但已经确定了可能促进阅读发展的学龄前家庭学习环境的各个方面。本研究探索了学龄前家庭识字环境（HLE），语言和非语言能力与两年后测得的儿童的拼写和写作技能之间的关联。一项家长问卷调查记录了所报告的学龄前儿童与代码和意义相关的家庭识字经历的频率，以及书本暴露指数。其中121个孩子（60女，中号_年龄 = 6：7，SD = 3.67个月）提供了评估其转录技能（通过手写流畅程度和单词拼写索引）和翻译能力（通过句子生成以及生成更多扩展文本的索引能力）进行评估的数据。探索性因素分析证实了与编写样本的生产率和复杂性有关的独特因素。回归分析显示，与学前代码相关的，字母-声音的交互作用的频率解释了孩子在学校的转录技巧方面的显着差异，而与早期的语言和非语言能力无关。相反，学前HLE的经验与翻译和文本制作的较高水平的写作技巧无关。