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ERIC Number: ED245188
Record Type: RIE
Publication Date: 1983
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Linking Logos with Print for Beginning Reading Success.
Wepner, Shelley B.
A study examined whether environmental logos could be used as tools for beginning reading instruction. Logos are bold, colorfully adorned symbols featuring printed words in design formats that appear on products and advertisng signs. Subjects were 20 preschool children, half of whom were three and one-half years old, and the rest four and one-half years old. Half of each age group was randomly assigned to experimental and control groups. All were given pretests and posttests consisting of a book handling task, a logo identification inventory, a reading attitude interview, and word/sentence identification cards. The experimental groups were given reading instruction with logos approximately 20 minutes per week for eight weeks. Each received a personalized logo book, and during each session a different logo was introduced and pasted in the children's books. The researcher also transcribed the children's dictated sentences about the new logos. The posttests indicated that the experimental three and one-half year olds improved in their book handling task, and could identify three to five more logos than on the pretest, while control group children could identify only one to two more logos. Children in the experimental four and one-half year group were able to identify six to eight more logos than during the pretest, and their reading attitude and print awareness were improved. Children in both age groups were able to recognize words or sentences during the posttest, indicating that the approach improved print awareness. (Copies of evaluation materials used in the study are appended.) (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Advertising Logos; Print Awareness
Note: Paper presented at the Annual Meeting of the Parents and Reading Conference (9th, New York, NY, January 6, 1984).