The Development of Written Language Awareness: Environmental Aspects and Program Characteristics

Taylor, Nancy E.; Blum, Irene H.; Logsdon, David M.

doi:10.2307/747841

Cited by 47 publications

(33 citation statements)

References 13 publications

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“…One of the print concept awareness tests was the Concepts About Print Test (CAPT) by Clay (1979). The second print concept test used in the study was the Written Language Awareness Test (WLAT) by Taylor and Blum (1980). The reading readiness test used in the study was the California Achievement Test, reading readiness subsection.…”

Section: Testing Materialsmentioning

confidence: 99%

“…Mason (1980) found that children learned as much about print concepts from "little story books" as from letter sound instruction. Taylor, Blum, and Logsdon (1986) conducted a study to investigate the effect of implementing a print rich environment upon the print awareness and prereading skills of selected prekindergarten and kindergarten children. Their findings indicated that children can learn much about print concepts from immersion in such an environment.…”

mentioning

confidence: 99%

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Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

Reutzel

Oda

Moore

1989

Journal of Reading Behavior

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This study investigated the effectiveness of three instructional approaches for developing kindergarteners' print concepts and print awareness. The study also sought to determine if developing children's print concepts exerted an influence upon their reading readiness and word reading ability at the end of kindergarten. Three intact kindergarten classrooms participated in the study with a total of 132 kindergarten students. The three instructional treatments consisted of (a) a "traditional readiness" approach-the control, (b) an "immersion in print approach-an experimental group, and (c) an "immersion in print + teacher-led instruction" approach-an experimental group. Teachers were trained and provided the appropriate instructional methodologies and materials. They were also monitored regularly to check for compliance. A series of posttests assessing print awareness, readiness and word reading were administered at the conclusion of the study. Results indicated that "teacher-led" print concept lessons resulted in significantly greater print concept development, although increasing children's print concepts did not lead to improved reading readiness nor improved word reading ability among young readers. Finally, it was shown that an immersion in print, whether or not "teacher-led" print lessons were offered, resulted in significantly better readiness and word reading abilities at the end of kindergarten than did the "traditional readiness" approach.

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Section: Testing Materialsmentioning

confidence: 99%

mentioning

confidence: 99%

Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

Reutzel

Oda

Moore

1989

Journal of Reading Behavior

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show abstract

“…In a descriptive study that considered the relationship between student reading achievement and print environment, Taylor, Blum, and Logsdon (1986) helped 13 kindergarten teachers implement classroom environments where children could develop initial literacy concepts easily and naturally. The researchers then examined the implementation of training as it manifested itself in the print environment of these classrooms.…”

Section: Background the Role Of A Print-rich Environment In The Teachmentioning

confidence: 99%

The Effective Elementary Classroom Literacy Environment: Examining the Validity of the TEX-IN3 Observation System

Hoffman

Sailors

Duffy

et al. 2004

Journal of Literacy Research

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“…Furthermore, pleasurable and purposeful adult-guided parent-preschool reading is a more natural effective means of promoting the acquisition of literacy than are more traditional curricula (Taylor, Blum, & Logsdon, 1986). There are detailed observations that documented parent-preschool reading activities, suggest wealth of opportunities for acquiring knowledge about reading and writing (Snow & Ninio, 1986;Tylor, 1983).…”

Section: Parental Behavior and Readingmentioning

confidence: 99%

Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement

Abu‐Rabia¹,

Yaari²

2012

OJML

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Three different models predict the relationship between parents' attitudes toward reading, their behavior and the learning environment that they provide, and their influence on the reading performance of their children in first grade. The first model specifies the direct influence of each of the independent variables (attitudes, behavior and learning environment) on the dependent variable (reading performance of the child). The second model emphasizes the behavior as mediator between attitudes and reading performance, and also the direct influence of learning environment on performance. In contrast, the third model relates to the influence of attitudes on reading performance, with behavior as a mediator just in a supportive learning environment. In order to examine these models, we investigated a population of fifty firstgrade pupils and their parents, measuring these variables with the help of questionnaires, interviews, observations and reading tests. The findings suggest that parents' supportive attitudes have a significant positive influence on the reading performance of their children in first grade. This conclusion is actually consistent with all three models. The more specific conclusion, however, is that attitudes are partially mediated by parents' behavior in a supportive learning environment, which partially supports the third model.

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The Development of Written Language Awareness: Environmental Aspects and Program Characteristics

Cited by 47 publications

References 13 publications

Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

The Effective Elementary Classroom Literacy Environment: Examining the Validity of the TEX-IN3 Observation System

Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement

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