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ERIC Number: EJ855108
Record Type: Journal
Publication Date: 2009-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0034-0561
Print Referencing during Read-Alouds: A Technique for Increasing Emergent Readers' Print Knowledge
Zucker, Tricia A.; Ward, Allison E.; Justice, Laura M.
Reading Teacher, v63 n1 p62-72 Sep 2009
This article describes how educators can readily increase emergent readers' print knowledge by using an evidence-based technique called print referencing to ensure that classroom read-alouds include not only a comprehension focus, but also a complementary focus on print. Print referencing was recently described in "The Reading Teacher" as an important approach to reading aloud. This claim is well supported; nonetheless, research makes a stronger contribution to evidence-based practice when findings are put in a "useable" form and translated for end users. In this article, the authors provide explicit guidance on translating use of print referencing to the classroom environment by defining print referencing, outlining evidence on the efficacy of print referencing, and providing suggestions for educators to successfully implement print referencing. (Contains 3 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A