Journal article
Using environmental print to foster emergent literacy in children from a low-SES community
Early Childhood Research Quarterly, Vol.29(3), pp.310-318
2014
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Abstract
Young children are exposed to environmental print within their communities and this print may be a useful resource to foster emergent literacy skills. This pre-post-test randomised controlled study examined the effects of using environmental print to enhance emergent literacy skills in children aged three to four years (N = 50) from a low-SES community in south-east Queensland, Australia. The 8-week (30 min/week) environmental print programme provided multisensory strategies for children to interact with environmental print by identifying letters and words, tracing letters with fingers, and writing letters. ANCOVAs were conducted with pre-test scores as covariates. Children in the environmental print group significantly out-performed the control group on print knowledge, sound knowledge, and print awareness skills. The programme had moderate to large effects sizes and showed that guiding low-SES preschoolers’ interactions with environmental print using multisensory strategies is an effective way to foster emergent literacy skills.
Details
- Title
- Using environmental print to foster emergent literacy in children from a low-SES community
- Creators
- Michelle M Neumann - Griffith University
- Publication Details
- Early Childhood Research Quarterly, Vol.29(3), pp.310-318
- Comment
- Acknowledgement: Thank you to Associate Professor David L. Neumann for statistical advice.
- Publisher
- Elsevier Ltd
- Identifiers
- 991013004370502368
- Copyright
- Copyright © 2014 Elsevier Inc. All rights reserved.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article