NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014717
Record Type: Journal
Publication Date: 2013-Aug
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0141-0423
Text Features and Preschool Teachers' Use of Print Referencing
Dynia, Jaclyn M.; Justice, Laura M.; Pentimonti, Jill M.; Piasta, Shayne B.; Kaderavek, Joan N.
Journal of Research in Reading, v36 n3 p261-279 Aug 2013
Storybook features, such as linguistic richness and print salience, potentially influence how a teacher references print. This study addressed two research questions: (1) to what extent does the linguistic richness and print salience of children's storybooks relate to teachers' use of print referencing? and (2) to what extent is there an interplay between storybooks' linguistic richness and print salience when predicting teachers' use of print referencing? Fifty-seven teachers participated in a whole-group read-aloud intervention while including print-referencing behaviours. Researchers analysed teacher videos in order to (1) document teachers' use of print referencing and (2) document the storybook's linguistic features and print salience. Results indicated that print salience is highly positively related to teachers' use of print referencing. Also, the constructs of Print Salience Metric (PSM) and total words predicted teachers' use of print referencing, and the interaction between PSM and mean length of sentence was significant for storybooks with moderate and high PSM scores. (Contains 1 figure and 5 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G050005