ERIC Number: ED201960
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Connection between Print Awareness and Concepts of Reading in Young Children.
A study investigated the relationship between reading to a child, the child's awareness of print, and the child's concept of reading. Twenty-four kindergarten children and 24 three-year-old children at a day care center were randomly assigned to three groups. Three times a week for four weeks, each child in each group was read a book in a one-to-one situation. Those children in the first group received the "active" treatment, with the reader pointing to the text and commenting about it. Children in the second group received the "passive" treatment, with the reader indicating the text but making no comments about it. The children in the third group served as a control, with the reader neither pointing to the text nor commenting on it. After the four-week treatment period, all children were tested for their concepts of reading and print. The results suggested that small amounts of directed attention to print and to the reading act over an extended period of time could help a young child form an accurate concept of reading--one that includes the understanding that people read words. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Print Awareness
Note: Paper presented at the Annual Meeting of the National Conference on Language Arts in the Elementary School (13th, Portland, OR, April 10-12, 1981).