ERIC Number: ED285142
Record Type: RIE
Publication Date: 1987-Aug
Preschoolers' Psychomotor Responses to Logos: What Does This Mean for Emergent Literacy?
Harlin, Rebecca P.; Lipa, Sally E.
A exploratory study investigated the link between verbal responses to environmental signs, written representations of the same signs, and recall of the intended meaning of the written signs among children from homes in the low and middle socio-economic level. Subjects, 75 nursery school and beginning kindergarten children, aged 3 to 5.10 years, were tested for responses to 12 logos and/or environmental signs. Results indicated low, significant relationships between oral response to logos and written representation, and moderate, significant relationships between oral responses to logos and recall for the younger group. Low, non-significant relationships were found for the older group. Findings suggest that younger children rely on the interrelatedness of speaking, reading and writing for communication, and that older children may lose focus of the communicative aspect of written language, especially in school related tasks. Results also suggest that emergent literacy experiences that are initiated by the child may be more "meaningful and relevant" to experiencing literacy than are school imposed reading and writing tasks, and that intentional messages constructed by the child may provide the cognitive basis for understanding the interrelatedness of oral and written language. (Author/NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Northeast Regional Conference of the International Reading Association (Hyannis, MA, August 10-12, 1987).