USING ENVIRONMENTAL PRINT TO SUPPORT PRESCHOOLERS’ LOGOGRAPHIC READING SKILLS AND BASIC CONCEPT KNOWLEDGE

Date

2024-9-5

Author

Ketenci, Olcay

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This study aimed to investigate 48- to 54-month-old children's logographic reading and receptive, expressive skills on basic colors and shapes through environmental print activities. In this study, which was conducted as an explanatory case study within the framework of this purpose, 18 children, nine boys, and nine girls, equally distributed according to gender, their mothers, and the classroom teacher participated. Data collection tools included a demographic information form, the frequency of interaction between environmental print and child form, logographic reading tests, observations, semi-structured interviews with mothers and teacher, and checklists. A comparison of logographic reading pre-post-test results revealed notable improvements in children's logographic reading skills at all levels. Accordingly, children showed higher proficiency in recognizing environmental prints at the simpler levels, whereas this proficiency decreased remarkably at the more complex levels. In addition, considerable progress was observed in children's receptive and expressive skills on colors and shapes. The most striking improvement was observed in expressive skills related to the concept of shape, followed by receptive skills. Girls consistently outperformed boys' language skills and progressed more in logographic reading proficiency. Logographic reading pre-post test results showed that girls outperformed boys at all levels, especially at the more challenging levels (3, 4, and 5) and that there was a stronger proficiency in logographic reading among girls.

Subject Keywords

Environmental Print, Logographic Reading, Preschool, Basic concept knowledge, Early childhood education

URI

https://hdl.handle.net/11511/111067

Collections

Graduate School of Social Sciences, Thesis