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This study supports and extends previous research that suggests there is a relationship between picture naming and a variety of other factors that impact early literacy. The study explores the picture naming/representing ability of kindergarteners (n = 20), their ability to name and draw pictures of objects they could and could not immediately identify, and their early literacy and math assessments. Significant results were found for 1) drawing ratings and alphabet writing, and 2) alphabet writing, geometric shape sorting, and rhyming. Relationships between kindergarteners’ picturing naming and drawing and their early literacy assessment performance are explored.

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