The influence of environmental print on preschoolers’ literacy development in a two-alphabets’ society

Yannikopoulou, Angela

doi:10.17239/l1esll-2006.06.01.07

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…Furthermore, the small sample size of participants from one community restricts the generalizability of the findings. It is clear that young children across cultures are exposed daily to environmental print (e.g., Goodall, ; Liu, ; Yannicopoulou, ).…”

Section: Discussionmentioning

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%

“…Furthermore, through sociocultural experiences, young children use it to fulfill real‐life functions and meet their individual needs (Goodman, ; Harste et al., ; Mason, ). It is also a readily available literacy resource that is accessible to children across cultures and social boundaries (Dickinson & Snow, ; Korat, ; Yannicopoulou, ).…”

mentioning

confidence: 99%

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

2013

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“…Children are exposed to and explore printed materials containing both letters and numerals in their surroundings from birth (Adams 1990;Harste, Burke, and Woodward 1981;Teale and Sulzby 1986;Yannicopoulou, 2006). This includes book print and environmental print such as that found on signs (e.g., FRUIT $2.35, 60km/h), car number plates (e.g., 378 MVC), and product labels (e.g., TOY STORY 3; for a review see Neumann, Hood, Ford, and Neumann in press;Vukelich, Christie, and Enz 2008).…”

Section: Emergence Of the Symbol Systemsmentioning

confidence: 99%

“…There is also some evidence that children from multilingual societies can increase their knowledge about print, through environmental print. Yannicopoulou (2006)…”

Section: Fostering Numeral and Letter Identification In Young Childrenmentioning

confidence: 99%

Letter and numeral identification: their relationship with early literacy and numeracy skills

Neumann

Hood

Ford

et al. 2013

European Early Childhood Education Research Journal

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The relationship between letter and numeral identification is reviewed to determine whether early identification of these symbols impact upon both literacy and numeracy development. Numerals and letters share similar perceptual properties such as geometric features and arbitrary labels. Through early socio-cultural experiences with surrounding print, children learn to differentiate between these symbols and name them. This knowledge prepares them for the acquisition of conventional literacy and numeracy skills. Studies show that numeral and letter identification are correlated at an early age. Moreover, numeral identification predicts early literacy skills such as word reading. Also, some evidence shows a relationship between letter identification and numeracy skills. The implications of the relationships between letter and numeral identification and subsequent literacy and numeracy skills for research and education are discussed, although further research is warranted. Practical strategies for fostering both numeral and letter identification in young children are suggested.

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“…e Simó, 2001;Vayer, Maigre e Coelho, 2003), seja avaliando as práticas pedagógicas destes docentes e os seus efeitos no desenvolvimento de essas mesmas crianças (Alves Martins, 2007;Kragler, 2005;Santos, 2007;Saracho e Spodek, 2006;Sénéchal, 2006;Yannicopoulou, 2006). Hoje em dia, é inegável que, à entrada para a educação de infância, as crianças já possuem um leque alargado de conhecimentos sobre aquilo que significa ler e escrever e têm ideias claras sobre como se faz.…”

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Conceções dos educadores portugueses sobre a linguagem escrita: um estudo de caso || Conceptions of the Portuguese Preschool teachers about writing language: a case study

Santos

Martins

2014

R Est Inv Psico y Educ

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Resumo O presente artigo pretende dar conta dos resultados de uma investigação realizada junto de um grupo de 18 educadoras de infância a trabalhar na em escolas da rede pública da Ilha Terceira, Açores, Portugal, cujo objetivo foi o de compreender a sua perspetiva acerca da abordagem à linguagem escrita no âmbito da educação de infância. Foram avaliados aspetos como a posição pedagógica e metodológica que as educadoras afirmam adotar na sua intervenção pedagógica e os processos de aprendizagem que afirmam privilegiar como promotores da literacia nas suas salas. A entrevista realizada durante o segundo trimestre do ano escolar permitiu concluir que a forma de pensar destas educadoras, acerca do desenvolvimento da linguagem escrita, caracteriza-se, basicamente, pelo distanciamento relativamente a uma perspetiva emergente da literacia, centrada nas crianças, pela atribuição de uma acentuada importância às atividades e estratégias de intervenção direta e pelo défice de conhecimentos sobre a forma como se desenvolvem os processos de leitura e escrita em crianças pré-escolares.Palavras clave: educação de infância, abordagem à linguagem escrita, conceções dos educadores Abstract The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers' beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers' way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children's conceptualisations on reading and writing.Keywords: early childhood education, emergent literacy, teachers' beliefs As conceções dos educadores de infância e o seu papel na emergência da literaciaSão várias as investigações que, no âmbito da leitura e da escrita, se têm dedicado ao estudo do papel do educador de infância, seja descrevendo contextos onde é possível desenvolver uma intervenção pedagógica de qualidade que permita, de maneira significativa e contextualizada, uma evolução da formas de pensar e dos conhecimentos das crianças em idade pré-escolar

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The influence of environmental print on preschoolers’ literacy development in a two-alphabets’ society

Cited by 7 publications

References 9 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

Letter and numeral identification: their relationship with early literacy and numeracy skills

Conceções dos educadores portugueses sobre a linguagem escrita: um estudo de caso || Conceptions of the Portuguese Preschool teachers about writing language: a case study

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