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Chapter 14 Print - Early Knowledge and Emerging Interest
1. Copyright 2016 Wadsworth Cengage Learning.
All Rights Reserved.
Chapter 14
Print—Early Knowledge and
Emerging Interest
2. Chapter Highlights
A. Preschoolers and Print
B. Starting from a Different Place
C. Research on Writing Development
D. A Child’s Progress in Printing
E. Invented Spelling
F. Instructional Goals
G. Physical Coordination and Cognitive Development
H. Drawing Experience
I. Exposure to Print—Books
J. Print Awareness and Skill Development Programs
K. Environmental Materials and Aids
Copyright 2016 Wadsworth Cengage Learning.
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3. Chapter Highlights (cont.)
L. Alphabets and Print Activities
M. Family Information Concerning Print
Observable Stages in Preschool Writing
Age 3
* aimless scribbling
* horizontal marks
* systematic up and down strokes
Age 3 ½ - 4
* horizontal and vertical strokes
* discrete symbol units
* barely recognizable letters
Copyright 2016 Wadsworth Cengage Learning.
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4. Chapter Highlights (cont.)
Age 4 – 4 ½
* separate symbols
* a wave-like motion imitating writing
* some closed forms
* occasional alphabet letters
Age 4 ½ - 5
* some correctly formed letters
* may print name
* letter units askew
* may invent groups of letters
Age 5
* Correct spelling of name and a few other words
Copyright 2016 Wadsworth Cengage Learning.
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5. Chapter Highlights (cont.)
Age 5 (cont.)
* reversals and poor letter formations
* better alignment of letters
Copyright 2016 Wadsworth Cengage Learning.
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Objectives
Understand small muscle development
Understand sequence of skills for written
language
Understand settings that promote
development of print
Plan print-awareness activities
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Important Understandings
Early experiences with print form foundation
for literacy
Print is different from other visual symbols.
Print symbolizes language.
Print can be produced by anyone.
Print holds information.
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Reading Skills Gained
from Read-Aloud Process (1 of 2)
Where reading starts on the page
Proceeds from left to right
Return to left margin at the end of a line
Pages sequenced beginning with page 1
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Reading Skills Gained
from Read-Aloud Process (2 of 2)
Difference between letter, word, and
sentence
Spaces between words
Special marks (punctuation) have meaning
Upper- and lowercase letters
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Remember: It’s All Connected
Reading
Writing
Listening
Speaking
Viewing
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Definitions to Understand
Phonological awareness
• focus on the sounds of speech as distinct
from its meaning
Phonemic awareness
• ability to hear and manipulate larger units of
sound, such as onsets, rimes, and syllables
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Instructional Approaches (1 of 3)
Traditional approach
Providing materials for free use
Using picture books
Limited instruction in letter formation
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Instructional Approaches (2 of 3)
Readiness approach
Providing writing materials and models
Naming and tracing letters
Language arts center
Reading picture books
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Instructional Approaches (3 of 3)
Natural approach
Emphasizing print in daily life
Supplying alphabet toys
Making connections between reading, writing,
and speaking
Reading picture books
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Developmental Levels of Writing
(Ferreiro and Teberosky) (1 of 3)
First level
Distinguishing between drawing and writing
Realizing curved and straight lines organized
differently in writing
Print has a linear pattern
Accepting traditional letter forms
Recognizing written marks as “substitute
objects”
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Developmental Levels of Writing
(Ferreiro and Teberosky) (2 of 3)
Second level
Look for differences in strings of print
Does not yet understand sound/symbol
relationship
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Developmental Levels of Writing
(Ferreiro and Teberosky) (3 of 3)
Third level
Awareness of letter string that forms name
Printing letter forms as words heard
Looking for similar letters to write similar
sounds
Beginning to understand that letters represent
sounds
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Sequence in Written
Language (1 of 2)
Forms print-like scribbles
Scribbles become linear
Begins formation of closed shapes and
purposeful line
Letter-like forms created
Makes recognizable alphabet letters
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Sequence in Written
Language (2 of 2)
Forms alphabet groupings with spaces
Begins invented spellings
Spells words correctly with appropriate
spaces
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Stages of Invented Spelling
Spelling awareness
Primitive spelling
Pre-phonetic spelling
Phonetic spelling
Correct spelling
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What About ABCs?
Make it developmentally appropriate.
Keep it based in meaning.
Make letters relevant to the child’s world.
Use environmental print.
Provide a variety of materials.
Provide a print-rich environment.
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Prerequisite Skills for Handwriting
Small-muscle coordination
Eye-hand coordination
Ability to hold writing tools
Ability to form basic strokes
Letter perception
Desire to write and communicate
Understanding of left-to-right
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Play and Writing
Provide print materials for play settings.
Print props help children to view themselves
as readers and writers.
Children mimic literacy behaviors of adults.
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Communicating with Parents
Note telling about child’s interest in print
Encouraging printing attempts at home
Explain that early printing attempts often
include letters that are backwards or upside
down (this is normal)