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The effect of environmental print reading on the literacy development of kindergarten children

University of British Columbia

This study examined the use of environmental print in the literacy programs of kindergarten children. The purpose of the study was to investigate whether a treatment using environmental logos would effect a transfer of learning between the reading of environmental print and conventional print. The sample of 68 kindergarten children was drawn from two elementary schools in Vancouver, British Columbia, each enrolling two morning kindergarten classes. The classes in each school were randomly assigned to control or experimental groups. A 20 item logo inventory and Clay's Word Test (1979) were administered to all subjects in order to generate pretest and posttest scores. The logo inventory was comprised of three different presentations of each logo, full context, partial context, and context free. Each context varied i n the amount of supporting, environmental cues included in the presentation. Treatment for the experimental group consisted of the presentation of two logos, a pocket chart activity , and a journal activity for each of the eight sessions. The control group participated in story telling and related journal activities for the same number of sessions as the experimental group. Analysis of variance and subsequent t-tests resulted in significantly different mean gain scores for the experimental group over the control. This treatment effect provided evidence in support of the use of environmental print reading in the literacy programs of young children.

Thesis/Dissertation

application/pdf

2009-01-14

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http://hdl.handle.net/2429/3660

Curriculum Studies

University of British Columbia

UBCV

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