Mother-Child Referencing of Environmental Print and Its Relationship with Emergent Literacy Skills

Autor/inn/en	Neumann, Michelle M.; Hood, Michelle; Ford, Ruth
Titel	Mother-Child Referencing of Environmental Print and Its Relationship with Emergent Literacy Skills
Quelle	In: Early Education and Development, 24 (2013) 8, S.1175-1193 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.753567
Schlagwörter	Observation; Mothers; Printed Materials; Emergent Literacy; Literacy Education; Reading Skills; Video Technology; Play; Alphabets; Word Recognition; Phonological Awareness; Writing Skills; Environment; Phonemes; Graphemes; Family Environment; Age Differences; Educational Attainment; Correlation; Foreign Countries; Preschool Children; Receptive Language; Australia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Beobachtung; Mother; Mutter; Frühleseunterricht; Reading skill; Lesefertigkeit; Spiel; Buchstabenschrift; Worterkennung; Writing skill; Schreibfertigkeit; Umwelt; Fonem; Familienmilieu; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Korrelation; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Australien
Abstract	Research Findings: Environmental print provides children with their earliest print experiences. This observational study investigated the frequency of mother-child environmental print referencing and its relationship with emergent literacy. A total of 35 mothers and their children (ages 3-4 years) were videotaped interacting in an environmental print-rich play setting. The frequency of environmental print referencing of letters and words was measured. Children were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, name and letter writing, environmental print reading). In all, 69% of mothers referenced environmental print. After child age, home literacy teaching, and maternal education were controlled for, greater maternal referencing of environmental print was positively related to print concepts and name and letter writing. Child environmental print referencing was positively related to name and letter writing as well as to maternal environmental print referencing. Mothers used a range of mediation strategies to support children's interactions with environmental print. Practice or Policy: Maternal referencing of environmental print may be a useful way to scaffold emergent literacy in young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10