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What are Concepts of Print?
Concepts of print are "the basic understandings of reading" (McKenna & Stahl, 2009). "Concepts of print can be viewed as basic knowledge about how print in general, and books work" (Holdgreve-Resendez, 2010a).
Concepts of print include:
The alphabetic principle is important when thinking about concepts of print. The alphabetic principle is the "understanding that words are made of letters, which stand for the sound we say when we say words. It includes the understanding that by putting letters together in different ways, we make different words"(Holdgreve-Resendez, 2010a).
The YouTube video below is a teacher explaining what concepts of print are, as well as how students work with them!
Concepts of print include:
- Reading from left to right
- Reading from top to bottom
- The fact that letters and words convey a message.
- Print is what we read.
- The "return sweep", to move from one line to the next
- Illustrations in a book correspond to the print
- Every book as a front, back, and an author
The alphabetic principle is important when thinking about concepts of print. The alphabetic principle is the "understanding that words are made of letters, which stand for the sound we say when we say words. It includes the understanding that by putting letters together in different ways, we make different words"(Holdgreve-Resendez, 2010a).
The YouTube video below is a teacher explaining what concepts of print are, as well as how students work with them!
Why are Concepts of Print Important?
Concepts of print are important because the teach children how reading "works" (Holdgreve-Resendez, 2010a) . It can be viewed as the foundation to reading and writing. Concepts of print teach children at an early age how to orient themselves in terms of reading. Many times fluent readers can take concepts of print for granted, because they are second nature to the reader. These concepts are foreign to beginning readers (Stahl & McKenna, 2009).
Concepts of print are a great predictor in a child's future success as a reader. Concepts of print influence a child's fluency and accuracy as a reader later in life.
Instructors will assume that all children know the concepts of print when the student enters the classroom, but that is not always true. Students enter a classroom at all different learning levels. Teachers and parents must educate their students on the concepts of print and the alphabetical principle. (Stahl & McKenna, 2009).
Concepts of print are a great predictor in a child's future success as a reader. Concepts of print influence a child's fluency and accuracy as a reader later in life.
Instructors will assume that all children know the concepts of print when the student enters the classroom, but that is not always true. Students enter a classroom at all different learning levels. Teachers and parents must educate their students on the concepts of print and the alphabetical principle. (Stahl & McKenna, 2009).
How are Concepts of Print Expected to Develop?
Concepts of print start to develop early in a child. By the time a child reaches school, they may still be developing their concepts of print. There is no known sequence to learning concepts of print. The order is dependent on the child. Affective instruction early in a child's life is extremely important. Many times, children will create their own theories on how concepts of print work.
The best ways for students and children to learn the concepts of print are by allowing them to explore books, writing, and drawing for themselves.
The best ways for students and children to learn the concepts of print are by allowing them to explore books, writing, and drawing for themselves.
Assessments for Concepts of Print
Informal assessments:
When using an informal assessment, it is important to remember to always document what the administrator of the test says, as well as to record what the student responds with. The administrator of the assessment should be questioning the child on book orientation, directionality, and concepts of letters, words, and punctuation.
A great resource to use is Reading Rockets. (www.readingrockets.org). At this site, there are videos available to demonstrate on how to give informal assessments.
Formal assessments:
The following PDF is a formal assessments for concepts of print. The MLPP is a Michigan standard assessment for students. It has a checklist of questions that teachers can use.
When using an informal assessment, it is important to remember to always document what the administrator of the test says, as well as to record what the student responds with. The administrator of the assessment should be questioning the child on book orientation, directionality, and concepts of letters, words, and punctuation.
A great resource to use is Reading Rockets. (www.readingrockets.org). At this site, there are videos available to demonstrate on how to give informal assessments.
Formal assessments:
The following PDF is a formal assessments for concepts of print. The MLPP is a Michigan standard assessment for students. It has a checklist of questions that teachers can use.
mlpp_concepts-of-print-a.pdf | |
File Size: | 53 kb |
File Type: |
Instructional Strategies for Concepts of Print
There are many different instructional strategies for teaching students about the concepts of print. They include:
This allows for the book to become more interesting and interactive. Another idea is to have the student become an author. This allows for the child to feel special and celebrated (Showerman, 2010)
- Interactive read aloud
- Talking about parts of the book
- Talk about the author and/or illustrator
This allows for the book to become more interesting and interactive. Another idea is to have the student become an author. This allows for the child to feel special and celebrated (Showerman, 2010)
Issues with Concepts of Print for Second Language Learners (SLL)
There are many different types of issues that Second Language Learners (SLL) can have with concepts of print.
- One issue, is that the SLL might not be able to communicate with the teacher that he or she understands. When language is acquired, learners comprehend before they produce the language (Spada, 1983).
- Another issue is that the concepts of print can be totally foreign to the SLL. Different languages have different concepts of print. For example, Arabic and Hebrew read from right to left while English, Spanish and French all read left to right.
Additional Journals, Articles, and Power Points on Concepts of Print
Articles and Journals (PDF)
reader_perception.pdf | |
File Size: | 871 kb |
File Type: |
Read Alouds.pdf | |
File Size: | 186 kb |
File Type: |
Understanding Print.pdf | |
File Size: | 769 kb |
File Type: |
Articles and Journals
Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33(3), Retrieved from http://www.sciencedirect.com/science
Shanahan, T, & Lonigan, C. (2010). Educational Researcher, 39(4 279-285), Retrieved from http://edr.sagepub.com/content/39/4/279.full doi: 10.3102/0013189X10369172
Shanahan, T, & Lonigan, C. (2010). Educational Researcher, 39(4 279-285), Retrieved from http://edr.sagepub.com/content/39/4/279.full doi: 10.3102/0013189X10369172
Power Points
Holdgreve-Resendez, R. T. (2010). Concepts of Print and Genre. Extracted from www.angel.msu.edu on October 13, 2010. Concept of Print and Genre.
References
Celce-Murcia, M., & Larsen-Freeman, D. (1983). The grammar book: An ESL/EFL teacher’s course.
Holdgreve-Resendez, R. T. (2010a). Concepts of Print and Genre. Extracted from www.angel.msu.edu on October 13, 2010. Concept of Print and Genre.
Levy, B, Gong, Z, Hessels, S, & Evans, M. (2006). Understanding print: early reading development and contributions of home literacy experiences. Science Direct, 93, 63-93.
Herrera, C. (2006). Concepts of print: dual language learners and early literacy development. Las Angeles, Ca: California Preschool Instructional Network.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second
edition. New York: Guilford.
Pentimonti, J, & Justice, L. (2009). Teacher's use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education,37, 241-248.
Savignnon, S. (2001). Communicative language teaching for the twenty-first century.
Showerman, A. (2010) Concepts of Print. TE301SEC005. Notes taken on September 22, 2010.
Holdgreve-Resendez, R. T. (2010a). Concepts of Print and Genre. Extracted from www.angel.msu.edu on October 13, 2010. Concept of Print and Genre.
Levy, B, Gong, Z, Hessels, S, & Evans, M. (2006). Understanding print: early reading development and contributions of home literacy experiences. Science Direct, 93, 63-93.
Herrera, C. (2006). Concepts of print: dual language learners and early literacy development. Las Angeles, Ca: California Preschool Instructional Network.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second
edition. New York: Guilford.
Pentimonti, J, & Justice, L. (2009). Teacher's use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education,37, 241-248.
Savignnon, S. (2001). Communicative language teaching for the twenty-first century.
Showerman, A. (2010) Concepts of Print. TE301SEC005. Notes taken on September 22, 2010.