Print Awareness in Pre-School Children: A Working Paper. A Study of the Development of Literacy in Preschool Children. Program in Language and Literacy Occasional Paper No. 4.

Autor/inn/en	Goodman, Yetta M.; Altwerger, Bess
Institution	Arizona Univ., Tucson. Coll. of Education.
Titel	Print Awareness in Pre-School Children: A Working Paper. A Study of the Development of Literacy in Preschool Children. Program in Language and Literacy Occasional Paper No. 4.
Quelle	(1981), (77 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Childhood Attitudes; Cognitive Ability; Family Environment; Perception; Perceptual Development; Prereading Experience; Preschool Children; Preschool Education; Reading Attitudes; Recognition (Psychology) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Familienmilieu; Wahrnehmung; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading behavior; Rading behaviour; Leseverhalten; Recognition; Wiedererkennen
Abstract	A study was conducted to explore preschool children's awareness of and responses to print and their concepts of reading and writing. Eleven children, aged three, four, and five years, were given three print awareness tasks in which they were asked to identify a common household product first by its complete label, then by the same label without accompanying pictures or designs, then by the name of the product printed in black. In a fourth and fifth task, the subjects were interviewed to discern their concepts of reading and writing. The sixth task involved book handling designed to reveal the subjects' knowledge and use of print in books. The results of the first three tasks indicated that the more context supporting the print of a product label, such as color or pictures, the greater the frequency of appropriate identification. When print was presented without any supporting context, the children became restless and impatient. The results of the fourth task indicated that the majority of the subjects had already developed the notions that they did not know how to read, that reading would be hard to learn, and that someone would have to teach them how. In task five, the younger children produced scribble or pictures when asked to write, while the older children produced words or letters. The sixth task indicated that the subjects had little awareness of the purpose of print in books. (Product labels and interview questions are appended.) (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC