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Chapter 3: Print Awareness

Chapter 3: Print Awareness. Teaching Reading Sourcebook 2 nd Edition. Print Awareness. Print awareness is the understanding of the forms and functions of printed language. Awareness of forms knowledge of the conventions of print knowledge of book conventions

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Chapter 3: Print Awareness

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  1. Chapter 3: Print Awareness Teaching Reading Sourcebook 2nd Edition

  2. Print Awareness • Print awareness is the understanding of the forms and functions of printed language. • Awareness of forms • knowledge of the conventions of print • knowledge of book conventions • Awareness of functions of print • knowledge that print is a communication device • knowledge that printed words are symbols for words in spoken language See the Elements of Print and Book Awareness chart on page 73.

  3. Print Referencing • Print referencing is a read-aloud strategy that can be used to direct students’ attention to forms, features, and functions of print through verbal and nonverbal cues. • Ask questions and make comments about print. • Make requests about print. • Point to the print when talking about the story. • Track the print when reading aloud.

  4. Research on Print Awareness • Assessments measuring a child’s understanding of print concepts have accurately predicted future reading success. • The ability to understand how print works does not emerge automatically, but through active engagement with adults who point out the conventions and features of print. • A language and print-rich environment provides opportunities for students to develop print awareness.

  5. Basic Knowledge of Print Needed by the End of Kindergarten • Children should • know parts of a book and how to hold a book; • identify book title and understand the difference between authors and illustrators; • follow print from left to right and top to bottom of a page when read aloud; • know the relationship between print and pictures and that the message is carried by the print; • know the differences between letters and words and that sentences are made up of separate words; • know that there are spaces between words in print; • know that print represents spoken language and contains meaning.

  6. When to Assess and Intervene • Assess print awareness in the fall, winter, and spring to identify students who need additional instruction. • One-on-one informal assessments allow students the opportunity to demonstrate their understanding of print concepts and book handling skills by “showing” their knowledge. • Formal assessments for print awareness may be used for screening, screening diagnostic, and diagnostic assessments. • See the Examples of Assessment Questions chart on page 77.

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