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  • Using Environmental Print to Enhance Emergent Literacy

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    Neumann_2012_02Thesis.pdf (1.702Mb)
    Author(s)
    Neumann, Michelle M.
    Primary Supervisor
    Hood, Michelle
    Other Supervisors
    Ford, Ruth
    Year published
    2012
    Metadata
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    Abstract
    Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the effects of directly using environmental ...
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    Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the effects of directly using environmental print to scaffold emergent literacy and print motivation in a preschool setting. The case studies provided a detailed view of how a mother referenced environmental print words and letters using multisensory strategies and how children utilised these environmental print strategies during print interactions. A larger sample of mother-child dyads (N = 35; M age child = 4.30 years) were observed at play in a grocery shop setting and during a joint writing activity in this same setting. Two-thirds of mothers referred to environmental print words during play. However, only a small number of mothers referred to letters in the environmental print during play or used it during the joint writing to scaffold their child’s writing. When referring to environmental print, the mothers used strategies such as encouraging their child to identify letters embedded in the print by names and sounds, using directional and descriptive language to describe letter shapes, and copying the environmental print. Some mothers traced print with fingers and formed letter shapes in the air.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Applied Psychology
    DOI
    https://doi.org/10.25904/1912/2409
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Note
    In order to comply with copyright Chapter 7 has not been published here.
    Subject
    Literacy
    Environmental print
    Labels and reading
    Early childhood literacy
    Publication URI
    http://hdl.handle.net/10072/367226
    Collection
    • Theses - Higher Degree by Research

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