Environmental Print Instruction
In the late 20th century, a study was conducted by Jerry Aldridge and Patricia Kuby to see if kindergarten students were able to read environmental print and take that knowledge and turn it into the ability to read manuscript and full-sentence text. Differences were studied between students with direct, indirect, and no environmental print instruction. There were 122 children who were apart of this study that took a pretest to determine where they stood with their knowledge of print. At the end of the study, the students were given a test to determine if environmental print furthers literacy development. The children were given a test to see if they would recognize an environmental logo, such as a stop sign, and see if the children were able to recognize that logo in another format. In ended up that the group with the indirect instruction improved the most of the three groups. A constructivist approach was used with the indirect instruction group. The activities they did were center-based. They were given information about the materials they used, but were allowed to come up with their own knowledge of each topic. The results also showed that there was no more improvement with direct instruction than there was with no instruction. Using an indirect approach allowed the students to be eager and excited to learn how to read and write.
To read a full article on this case study, follow the link here:
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To read a full article on this case study, follow the link here:
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Can children recognize environmental print outside of its context?
In a study done by Linnea Ehri, she found that children from the ages of 3 to 5 were tested to see if they were able to recognize environment print out of it's environment. Many of the children were able to recognize what each aspect of environmental print was, but once context clues were removed and only the text was shown, the children's scores dropped significantly. She noted that these results prove that children are not reading the print, but the environment.
Categories of Environmental Print
A study conducted by Sherri Horner broke up environmental logos into three categories: child, community, and household. She predicted that children would do the best in the child category because of the frequency of exposure to child-like logos or because of their lack of interest in community and household logos. It turns out that the hypothesis was correct. Children are more familiar with logos that they choose to associate with like Disney© or Crayola© instead of the logos that are chosen for them such as Crest© toothpaste or Cheerios©.
To read about the whole study, follow the link here:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=c18f6011-2255-47fd-b21b-936b8785c60f%40sessionmgr112&vid=2&hid=123
To read about the whole study, follow the link here:
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