Learning about environmental print through picture books

Categories of Environmental Print: All Logos are Not Created Equal

“…The child logos, consisting of toys, movies, and TV shows, were the best known by all age groups and both boys and girls. Based on these results, I will expand the advice to teachers given by other researchers (Duke & Purcell-Gates, 2003;Hiebert, 1986;Kuby et al, 1996;Strickland & Morrow, 1990;Vukelich, 1994). When implementing others' recommendations on how to use environmental print in classrooms, teachers should also consider the kinds of environmental print they use.…”

“…For example, teachers can read books that are about environmental print (Kuby, Kirkland, & Aldridge, 1996) and have children bring in items from home and discuss how and when they use them (Duke & Purcell-Gates, 2003;Hiebert, 1986). In a conversation with Lea McGee and Candy Jones, Strickland and Morrow (1990) detail how Jones, with McGee's help, used environmental print in her kindergarten classroom.…”

Reading Environmental Print: What Is the Role of Concepts About Print in Discriminating Young Readers Responses?

“…If environmental print displays do not induce children to use their vast array of print and phoneme knowledge and word analysis strategies to read environmental print, then teachers will need to demonstrate to children how they can use thier vast array of print and phoneme knowledge as well as their elaborated word analysis strategies to read environmental print displays in the classroom setting and in the wider world (Kuby, & Aldridge, 1997;Kuby, et al, 1996;Orellana & Hernandez, 1999;Proudfoot, 1992;Rule, 2001;Wepner, 1985). To do this, children may need explicit instruction to invoke their phonemic, and grapho-phonemic knowledge to analyze environmental print words.…”

“…For nearly four decades reading educators, educational psychologists, experimental psychologists, applied linguists, and early childhood educators have investigated children's widely acclaimed ability to read print found in the ecology of their everyday environments (Aldridge & Rust, 1987;Baghban, 1984;Durkin, 1966;Goodman & Altwerger, 1981;Harste, Burke, & Woodward, 1982;Heath, 1983;Heibert, 1978;Kuby, Kirkland, & Aldridge, 1996;Mason, 1980;McGee & Jones, 1990;Orellana & Hernandez, 1999;Proudfoot, 1992;Rule, 2001;Wepner, 1985). From reading cereal labels in grocery stores to reading traffic signs and graffiti along streets and highways, children have consistently demonstrated a propensity to engage the print found in their environment.…”

Preschoolers’ Ideas of What Makes a Picture Book Illustration Beautiful

“…Not only are valuable thinking skills practiced in examining book illustrations, but also motivation to read is promoted by providing books with illustrations of interest to the child. Just as environmental print in picture books helps children construct knowledge about print (Kuby, Kirkland, & Aldridge, 1996), pictorial illustrations help children interpret the story.…”