Abstract
Given 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.
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Appendices
Appendix 1: Intervention program
For the environmental print group, words were presented on grocery products (e.g., “CORN FLAKES” on the cereal box). For the standard print group the same labels were printed in manuscript form on cards. Both groups used the same weekly words and letters.
Week 1 Session (Focus letters M, I, O)
Activity 1: Introduce environmental print words.
Activity 2: Singing with actions to learn directional terms up, down, around, and across.
(A) “Hands go up, hands go down, shake your hands and turn around”. (Move hands then foot then leg up and down).
(B) “Round and round and round and round and round go the wheels of the car”. Ask what else goes round and round? (Move hands around in a circle shape).
(C) Pretend your finger is a rocket ship and zoom your hand across the sky. (Move hand across the sky in a horizontal line).
(D) Play the rocketship game where instructor says the words up, down, around and across as children zoom their finger according to the direction given.
Activity 3: Focus letters (M, I, O). [point, say, move, trace method]
Letter M: Present the MILO word to each child. Point to the word whilst underlining it with your finger and say MILO. Ask children to repeat the word. “Can you say this word MILO?”
The instructor models the following steps to the children (Point and Say and Move and Trace):
(a) Visual: Point to the letter M and say the letter name “Its name is M”
(b) Auditory: M makes a /m/ sound.
(c) Kinaesthetic: Move your arm in the air, in the shape of the letter saying M for MILO goes up, down, up, down (write it in the sky).
(d) Tactile: Trace the shape of the letter M with your finger saying up, down, up, down.
Now repeat steps (a) to (d) 3 times for each child. Activity 3 is repeated for the next focus letters (I, O).
Activity 4: Point out the letters M, I and O embedded in words COCO POPS, RICE BUBBLES, CORN FLAKES, PEPSI, MILO, VEGEMITE, SUNBEAM, MILK, SMITHS, LEGO, STOP, EXIT, FROOT LOOPS, NUTRI-GRAIN) using the point, say, move, trace method.
Activity 5: Writing activity: Refer to letters in words. Model writing each letter (M, I, O) separately on a magnetic sketch board using directional language (e.g., M for MILO goes up, down, up, down) say letter name and sound for each letter, make the letter shapes in the air. The children will practice writing these letter shapes themselves in their own blank paged writing books with the instructor scaffolding their shaping using directional language.
Appendix 2: Fidelity coding criteria
Fidelity coding criteria | Never | Some times | Mostly | Always |
|---|---|---|---|---|
Quality of instruction | ||||
1. Instructor uses clear and concise age appropriate language | 1 | 2 | 3 | 4 |
2. Instructor provides clear expectations of children | 1 | 2 | 3 | 4 |
3. Instructor provides clear instructions | 1 | 2 | 3 | 4 |
4. Instructor ensures children understand instructions | 1 | 2 | 3 | 4 |
5. Instructor clearly demonstrates and provides guidance for activities | 1 | 2 | 3 | 4 |
6. Instructor maintains children’s attention, engagement and interest | 1 | 2 | 3 | 4 |
7. Instructor provides praise and encouragement | 1 | 2 | 3 | 4 |
8. Instructor interacts positively with children | 1 | 2 | 3 | 4 |
9. Instructor displays a positive and enthusiastic approach | 1 | 2 | 3 | 4 |
10. Instructor displays a warm and approachable manner | 1 | 2 | 3 | 4 |
Instructor’s adherence to program | ||||
1. Instructor’s language is in accordance with the program script | 1 | 2 | 3 | 4 |
2. All materials and resources are available and easily accessible | 1 | 2 | 3 | 4 |
3. All materials and resources used are in accordance with the program activities | 1 | 2 | 3 | 4 |
4. All components of the program session are completed | 1 | 2 | 3 | 4 |
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Neumann, M.M., Hood, M. & Ford, R.M. Using environmental print to enhance emergent literacy and print motivation. Read Writ 26, 771–793 (2013). https://doi.org/10.1007/s11145-012-9390-7
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DOI: https://doi.org/10.1007/s11145-012-9390-7