Print Concepts

Foundational Knowledge

• Print concepts: refers to the knowledge of how written language works and supports the development of print awareness

  

• Functions of Print

  • Print carries meaning

  • Print can be used for different purposes

  • Print corresponds to speech word for word

• Conventions of Print

  • Print is print, no matter its form

  • Printed words are made up of letters and separated by spaces

  • Sentences begin with capital letters and end with punctuation

  • Text is read from left to right with a return sweep to the next line

  • Lines on a page are read from top to bottom

  • When one page is read, the text continues on the next page

• Book Conventions

  • A book has a front and back cover and a spine

  • A book is held right-side up

  • A book has pages with the left page being read before the right one

  • Pages are turned on at a time in sequence from front to back

  • A book has a title and a title page

  • A book has an author, and some books have pictures created by an illustrator

Development of Concepts

• Observation

  • Children often begin developing print concepts through observation. By watching others read and write, they start to understand that print conveys meaning and that specific symbols (letters and words) are related to specific spoken language sounds

• Interaction with Print

  • Interactions with print-rich environments, including books, signs, labels, and printed materials, are crucial for the development of print concepts. Hands-on experiences with print help students grasp concepts like directionality, word boundaries, and the roles of pictures and text

• Interactions with Others

  • Discussions and interactions with caregivers, educators, and peers play a significant role in shaping print concepts. Conversations about books, stories, and written language contribute to children’s understanding of how print works

• Explicit Instruction

  • While much of the development of print concepts is driven by natural experiences, teachers should directly teach specific print concepts, such as letter-sound relationships, punctuation, and the organization of text

• Language Specificity

  • Some print concepts, like directionality, are language-specific and not universal

Measuring Concepts

• Observation

• Engagement in Reading and Writing Activities

• Assessment Tools

  • Checklists, rubrics, standardized testing

• Differentiated Assessment

  • Written tasks, verbals responses, and interactive activities

Research-Supported Instructional Practices

• Print-Referencing Read-Alouds

  • Reading aloud to students while pointing out print in the text is powerful

• Interactive Writing

  • Teachers select a relevant and engaging topic and collaborate with students on writing and discussing the text

• Finger-Pointing for Print-to-Speech Match

  • Encouraging students to point to words as they read helps develop the concept that print carries meaning and corresponds to spoken language

• Literacy-Enriched Dramatic Play

  • Storytelling props and print elements

• Modeling and Explicit Instruction

  • Directionality

    • Point to show reading from left to right and top to bottom

  • Capitalization

    • Use sentences that have proper nouns and discuss why certain words as capitalized. Engage students by highlighting and identifying capital letters in texts

  • Punctuation

    • Use exaggerated vocal inflections and body language to demonstrate the meaning of different punctuation marks

  • Book Concepts

    • Model proper book-handling techniques

  • Read-Alouds

    • Select books that contain examples of various punctuation marks and capitalization

  • Visual Aids

    • Use charts or posters with examples of sentence structure, capitalization rules, and common punctuation marks

• Environmental print helps learners develop print awareness by exposing them to words in their surroundings