Show simple item record

dc.contributor.authorNeumann, Michelle M
dc.contributor.authorHood, Michelle
dc.contributor.authorFord, Ruth M
dc.date.accessioned2017-05-03T13:21:47Z
dc.date.available2017-05-03T13:21:47Z
dc.date.issued2013
dc.date.modified2014-09-08T22:09:11Z
dc.identifier.issn0922-4777
dc.identifier.doi10.1007/s11145-012-9390-7
dc.identifier.urihttp://hdl.handle.net/10072/52650
dc.description.abstractGiven the ubiquitous and salient nature of environmental print, it has the potential to scaffold emergent literacy in young children. This randomised control study evaluated the effects of using environmental print compared to standard print (the same labels in manuscript form) in an 8-week intervention (30 min per week) to foster 3- to 4-year-old's (N = 73) emergent literacy skills and print motivation. At the end of the intervention, the environmental print group outperformed a no intervention control group on letter sound knowledge, letter writing, environmental print and standard print reading, print concepts, and print motivation, even after controlling for receptive language abilities. Most of these gains were sustained 2 months later. The environmental print group also outperformed the standard print group on print motivation and environmental print reading at post-test, and on print motivation, environmental print and standard print reading, and letter writing at 2-month follow-up. Environmental print may be more effective than standard print in enhancing print motivation and aspects of emergent literacy in young children due to its contextual nature.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent386726 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationY
dc.relation.ispartofpagefrom771
dc.relation.ispartofpageto793
dc.relation.ispartofissue5
dc.relation.ispartofjournalReading and Writing
dc.relation.ispartofvolume26
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchEducational psychology
dc.subject.fieldofresearchLanguage, communication and culture
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode52
dc.subject.fieldofresearchcode520102
dc.subject.fieldofresearchcode47
dc.titleUsing environmental print to enhance emergent literacy and print motivation
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2013 Springer Netherlands. This is an electronic version of an article published in Reading and Writing, May 2013, Volume 26, Issue 5, pp 771-793. Reading and Writing is available online at: http://link.springer.com/ with the open URL of your article.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorHood, Michelle H.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record