NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938739
Record Type: Journal
Publication Date: 2011-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1468-7984
Using Popular Culture Print to Increase Emergent Literacy Skills in One High-Poverty Urban School District
Vera, Debbie
Journal of Early Childhood Literacy, v11 n3 p307-330 Sep 2011
This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the experimental group on the post-test of alphabet knowledge. Also, a statistically significant difference appeared to exist between the control and experimental groups' means on the knowledge of print concepts. At the end of the popular culture print intervention, there was a statistically significant difference between the group in which the children participated (experimental or control) and their early literacy skills of alphabet knowledge and print concepts. (Contains 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A