Michelle M. Neumann|Michelle Hood|Ruth M. Ford
Using environmental print to enhance emergent literacy and print motivation
Griffith University|Griffith University|Griffith University
given ubiquitous salient nature environmental print potential scaffold emergent literacy young children randomised control study evaluated effects using environmental print compared standard print labels manuscript form 8week intervention 30 min per week foster 3 4yearolds n 73 emergent literacy skills print motivation end intervention environmental print group outperformed intervention control group letter sound knowledge letter writing environmental print standard print reading print concepts print motivation even controlling receptive language abilities gains sustained 2 months later environmental print group also outperformed standard print group print motivation environmental print reading posttest print motivation environmental print standard print reading letter writing 2month followup environmental print may effective standard print enhancing print motivation aspects emergent literacy young children due contextual nature