Developmental Progression of Environmental Print Recognition in Kindergarten Children

Kuby, Patricia; Aldridge, Jerry; Snyder, Scott W.

doi:10.1080/0270271940150101

Cited by 22 publications

(20 citation statements)

References 4 publications

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“…The interaction between cue type and age was not reported in the previous studies [15], [16], [18]. One possible interpretation of this discrepancy lies in different experiment designs.…”

Section: Discussionmentioning

confidence: 66%

Do Preschool Children Learn to Read Words from Environmental Prints?

Zhao

Weng

et al. 2014

PLoS ONE

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Parents and teachers worldwide believe that a visual environment rich with print can contribute to young children's literacy. Children seem to recognize words in familiar logos at an early age. However, most of previous studies were carried out with alphabetic scripts. Alphabetic letters regularly correspond to phonological segments in a word and provide strong cues about the identity of the whole word. Thus it was not clear whether children can learn to read words by extracting visual word form information from environmental prints. To exclude the phonological-cue confound, this study tested children's knowledge of Chinese words embedded in familiar logos. The four environmental logos were employed and transformed into four versions with the contextual cues (i.e., something apart from the presentation of the words themselves in logo format like the color, logo and font type cues) gradually minimized. Children aged from 3 to 5 were tested. We observed that children of different ages all performed better when words were presented in highly familiar logos compared to when they were presented in a plain fashion, devoid of context. This advantage for familiar logos was also present when the contextual information was only partial. However, the role of various cues in learning words changed with age. The color and logo cues had a larger effect in 3- and 4- year-olds than in 5-year-olds, while the font type cue played a greater role in 5-year-olds than in the other two groups. Our findings demonstrated that young children did not easily learn words by extracting their visual form information even from familiar environmental prints. However, children aged 5 begin to pay more attention to the visual form information of words in highly familiar logos than those aged 3 and 4.

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“…The interaction between cue type and age was not reported in the previous studies [15], [16], [18]. One possible interpretation of this discrepancy lies in different experiment designs.…”

Section: Discussionmentioning

confidence: 66%

Do Preschool Children Learn to Read Words from Environmental Prints?

Zhao

Weng

et al. 2014

PLoS ONE

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“…Many researchers have concluded that learning about environmental print helps children learn to read (Cronin, Farrell, & Delaney, 1999;Harste, Burke, & Woodward, 1984;Haussler/Matlin, 1984;Kuby, Aldridge, & Snyder, 1994;Mason, 1980;Wepner, 1985). In an oft-cited investigation, Harste et al (1984) studied twenty 3-to 6-year-old children's knowledge of environmental print, along with a number of other written and oral language skills.…”

Section: Introductionmentioning

confidence: 96%

Categories of Environmental Print: All Logos are Not Created Equal

Horner

2006

Early Childhood Educ J

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The purpose of this research was to investigate whether different kinds of environmental print logos were known more frequently by young children than other kinds. Sixty-one 3-, 4-, and 5-year-olds were assessed on 20 full-context color pictures of environmental print logos. These 20 logos were divided into three categories: community (signs prevalent in the local community; e.g., McDonald's, Kroger), household (items found in many American homes: e.g., Doritos, Crest), and child (items associated with children rather than adults; e.g., Toy Story 2, Lego). Chi-squares were run to determine whether, as hypothesized, the child logos would be better known than the community and household logos within: (1) the whole sample, (2) each of the three age groups, and (3) both genders. As expected, child logos were the best known by all age groups and both boys and girls. However, the differences between the three categories were not significant for the 3-year-olds. This paper concludes with advice to teachers of young children on how to use child related environmental print logos in their classrooms.

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“…One of the earliest literacy experiences in which young children engage is known as environmental print (Aldridge & Rust, 1987;Clay, 1991;Hall, 1985;Hiebert, 1986;Kirkland, Aldridge, & Kuby, 1991;Kuby, Aldridge, & Snyder, 1994;Letchman, Finn, & Aldridge, 1991). Environmental print is defined as the print found in the natural immediate environment of the child, which can include logos, labels, road signs, billboards, clothing labels, coupons, newspaper advertisements, and fast-food paraphernalia (Aldridge, Kirkland, & Kuby, 1995;Hall, 1987;Kirkland, Aldridge & Kuby, 1991;Kuby, 1994;Kuby, Kirkland & Aldridge, 1996;Teberosky, 1986).…”

Section: Jerry Aldridge University Of Alabama At Birminghammentioning

confidence: 98%