Mother–Child Referencing of Environmental Print and Its Relationship With Emergent Literacy Skills

Neumann, Michelle M.; Hood, Michelle; Ford, Ruth M.

doi:10.1080/10409289.2013.753567

Cited by 17 publications

(21 citation statements)

References 40 publications

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“…Also, mothers naturally provide scaffolding strategies to help their children learn about letters and words embedded in environmental print in meaningful ways (e.g., Lass, ; Neumann et al., ). Therefore, using environmental print referencing strategies may be a useful home parent–child activity to foster emergent literacy.…”

Section: Discussionmentioning

confidence: 99%

“…Observational studies have shown that through sociocultural interactions, young children attend to environmental print to make meaning from the print they see (e.g., Adams, ; Teale & Sulzby, ). Children point out and refer to words and letters on product labels and signs (e.g., Harste et al., ; Lass, ; McGee and Richgels, ; Neumann, Hood, & Ford, ; Neumann & Neumann, ; Sinclair & Golan, ).…”

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confidence: 99%

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Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis

2013

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Environmental print, such as signs and product labels, consist of both print and contextual cues designed to attract the visual attention of the reader. However, contextual cues may draw young children's attention away from the print, thus questioning the value of environmental print in early reading development. Eye tracker technology was used to measure the extent that children attend to words in environmental print. The relationships between print fixations and letter and word knowledge, as well as differences in fixations across types of environmental print, were also examined. Preschool children (N = 39) ages 3–5 years viewed photographs of nine environmental print items and their standard print equivalents while visual fixations were recorded. Children were found to attend to words in environmental print, although they showed more and longer fixations for standard print words without contextual cues. Children's fixations were not associated with print knowledge. However, fixations on words in environmental print varied by item type to suggest that print learning may be facilitated by using environmental print with larger and more centralized fonts.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis

2013

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“…It has been established that providing literacy strategies for parents to support preschoolers' literacy learning at home is beneficial (Lynch, 2008;Weigel, Martin, & Bennett, 2010). Studies have shown that low-SES parents do reference environmental print words and letters to their children at home (Purcell-Gates, 1996;Lynch, 2008) andNeumann et al (2013a) has found associations between parent-child environmental print referencing and aspects of emergent literacy. Although the present study has shown the benefits of using environmental print to enhance print awareness and print knowledge within a preschool setting with a trained instructor, future research is needed to investigate whether coaching low-SES parents in environmental print referencing strategies can also foster emergent literacy.…”

Section: Future Researchmentioning

confidence: 99%

“…For example, Enz et al (2008) described how a preschool teacher used the highly motivating and visually appealing toy label "Pokemon" to assist children's learning of the letter P. They argued that adults play an important role in guiding young children's interactions with environmental print by drawing their attention to the letters and sounds embedded in environmental print words. Parents may also guide their child's interactions with environmental print (Lass, 1982;McGee & Richgels, 1989) using strategies such as pointing out letters and numerals, identifying them, and encouraging their child to trace elements of print on signs and product labels with a finger (Neumann, Hood, & Ford, 2013a;Neumann, Hood, & Neumann, 2009).…”

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Using environmental print to foster emergent literacy in children from a low-SES community

Neumann

2014

Early Childhood Research Quarterly

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Young children are exposed to environmental print within their communities and this print may be a useful resource to foster emergent literacy skills. This pre-post-test randomised controlled study examined the effects of using environmental print to enhance emergent literacy skills in children aged three to four years (N = 50) from a low-SES community in southeast Queensland, Australia. The 8-week (30 min/week) environmental print program provided multisensory strategies for children to interact with environmental print by identifying letters and words, tracing letters with fingers, and writing letters. ANCOVAs were conducted with pre-test scores as covariates. Children in the environmental print group significantly out-performed the control group on print knowledge, sound knowledge, and print awareness skills. The program had moderate to large effects sizes and showed that guiding low-SES preschoolers' interactions with environmental print using multisensory strategies is an effective way to foster emergent literacy skills.

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“…Our results are not consistent with the view that children's early ideas about writing are largely self‐generated, such that exposure to writing takes a substantial amount of time to have an influence (Ferreiro & Teberosky, ). Rather, the findings are consistent with views of literacy development that stress statistical learning and children's interactions with environmental print (e.g., Mano, ; Neumann, Hood, & Ford, ). Given the frequency with which modern children encounter writing, our results show, they begin to learn about its visual properties as early as 2 and 3 years of age.…”

Section: Discussionmentioning

confidence: 99%

Preschoolers’ knowledge about language‐specific properties of writing

Otake

Treiman

Yin

2018

British J of Dev Psycho

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According to the differentiation hypothesis, young children's attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child's culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children's names than with other items. Statement of contribution What is already known on this subject? Children's early attempts to write may show general properties of writing, such as linearity. Knowledge of language-specific features is thought to develop later. What does this study adds? Adults judged whether a writer was an United States or a Chinese child. Adults performed above the level of chance even with the productions of 2- and 3-year-olds. Children begin to learn about language-specific features earlier than previously thought.

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Mother–Child Referencing of Environmental Print and Its Relationship With Emergent Literacy Skills

Cited by 17 publications

References 40 publications

Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis

Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis

Using environmental print to foster emergent literacy in children from a low-SES community

Preschoolers’ knowledge about language‐specific properties of writing

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