I'm sure you've heard all the terms but perhaps you are like many other teachers who get them mixed up now and again. Let's review the differences between print awareness, print-rich, concepts of print and more.
environmental print
awareness
Environmental
print awareness is the ability to recognize signs, symbols, and words that
occur frequently in the environment. It seems
to develop through children’s natural engagements with their environments
through discovery. Environmental print awareness is demonstrated when children
recognize familiar symbols and words, and display understanding and knowledge
that print carries meaning. Environmental print is a sample measure of
pretending to read, and pretending to read is a component of emergent
reading. It develops in all children
from literate cultures. It t is unclear if this skill develops at a specific
age though it is typical to notice this skill sometime after the age of two. Children
are generally able to recognize environmental print before they are able to
read print in books. Environmental print is a developmental accomplishment of
literacy acquisition. Environmental print awareness has not been found to be
strongly related to later reading.
Reading words in the environment may be the lowest level of a hierarchy
of word knowledge.
vs.
print-rich
environment
In
print-rich environments young children are continuously interacting with,
organizing, and analyzing the meanings of visible print. Children do develop
concepts and construct knowledge about the functions and uses of print through
engagement with print in everyday or natural
environments. Adults can
affect children’s environmental print learning in a play setting. “Reading” environmental print is highly
dependent on the context and a set of cues, including people, place, and
purpose. Opportunities to engage in environmental print events are not equally
available for all children. The authors purposely conducted an environmental
print. Children who grow up in a print-rich environment seem to learn that
print is different from other kinds of visual patterns in their environment.
They also learn that print is print across any variety of physical media and notice
that print is all around them in different categories, such as books,
newspapers, lists, and price tags, or on signs, boxes, television, or fabric.
Soon, children explore the details of print in their environment—on signs, on cereal packages, and
in television advertisements.
vs.
print
awareness
Parents
may observe their child’s awareness that written language carries meaning when
their child points to something and asks what it says. They notice that print
is used by adults in different ways. Children quickly realize that print
symbolizes language and holds information. Print awareness is related to
reading achievement. Print awareness
focuses on discrete skills that children would presumably learn through
multiple interactions via instruction.
Young children progress through various hypotheses about written
language until they develop ideas similar to those of older children. Children
are not passive learners of language but active participants in the language of
their environment and society. . Despite young children’s lack of understanding about the symbolic nature of print, children know that print has meaning.
vs.
concepts
of print
Even
the children with limited exposure to print had accumulated knowledge about
print before they came to school. Children
learn concepts of print through engagement in a print-rich environment. Concepts
about print includes print awareness that: print carries a message; but also more specific skills. For example, there are conventions of print
such as directionality (left to right, top to bottom), differences between
letters and words, distinctions between upper and lower case, punctuation; and
books have some common characteristics. Concepts of print are how print and
text “work”; how books and other written words function to create meaning, and
it includes an understanding of writing conventions such as punctuation and
capitalization. Concepts of print are essentially the
basics of reading, and without mastering these skills, a student will not be
able to become a successful reader. They can be viewed as the beginning
stepping stones in reading acquisition that are needed to be able to read effectively
later in life. Most instruction assumes the knowledge of concepts of
print, so mastery of these skills is essential to learn later reading concepts
(Duke, 2008)
vs.
emergent
literacy
Emergent
reading consists of a set of skills and processes referred to as outside-in
processes, defined as children’s understanding of the context or knowledge of
the world in which the writing they are trying to read occurs. It can be
referred to as reading readiness. It
relies on developmental learning. Some
concepts of print can develop as early as the toddler years, while others may
still be being mastered through elementary school. Some are more basic
than others, so are able to be learned earlier. For example, a young baby
may be able to turn the pages of a book from left to right, but a student may
not know that a comma means a pause in a sentence until taught so in early
elementary grades. As children are developing concepts of print, they may
be forming assumptions about how print works. These may not be accurate
assumptions, but they show how children actively form theories about concepts
of print.
vs.
early
literacy
Often
overlapping with emergent literacy, early literacy can be defined as the
components of instruction that become the
building blocks for later reading and writing. It builds on the prior knowledge
of language use and print awareness and begins the cognitive processing of
skills including:
· Vocabulary
· Print
motivation, or a child's interest in and enjoyment of books
· Listening
comprehension
· Narrative
Skills, being able to understand and tell stories, and describe things, are
important for children being able to understand what they are learning to read.
·
Letter Knowledge
·
Phonological Awareness
References
Duke,
N.K. (2008). Literacy Achievement Research Center (LARC). LARC Project: Informational Comprehension Assessment in the
Primary Grades: Concepts of Comprehension Assessment (COCA).
Retrieved October 14, 2013, from http://literacyreference.edublogs.org/references/
Horner,
S. L. (2005). Categories of environmental print: all logos are not created
equal. Early Childhood Education Journal, 33(2), 113-119.
doi:10.1007/s10643-005-0029-z
Kassow,
D. (2006). Environmental print awareness
in young children. Talaris Research Institute, Seattle, Washington, Vol .1(3)
Kirkland,
(2006). What we now about environmental
print and young children. Integrating Environmental Print Across the
Curriculum, PreK-3. Chapter 1.
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