Enhancing the Early Reading Skills: Examining the Print Features of Preschool Children’s Book

Ozlem Simsek Cetin,Neslihan Bay

doi:10.5539/ies.v8n1p113

Ozlem Simsek Cetin, Neslihan Bay

Open Access

https://doi.org/10.5539/ies.v8n1p113

Copy DOI

Abstract

The purpose of this study is to examine the uses of print features in preschool children’s books in the US and Turkey, in order to helping adults to understand print features and supporting children’s print awareness. In this context, two hundred children’s books was randomly selected from the US and Turkey. Document analysis was used for examining the children’s books. For the analysis of how to use print features, this study used coding systems adapted from McCarier, Pinnel, and Fountas (2000) and Zucker, Ward, and Justice (2009). After identifying children’s book literature as concept books, theme collections, rhythm’s books of language, and story books, we evaluated print features of books according to six features: labeling/environmental print, visible speech, visible sound, letters in isolation, font changes, and bold or unique fonts in the coding system. Findings of this study showed that examining children’s books in the US contains more print features than examining children’s books in Turkey.

Highlights

Preschool years have an impact role on children’s emergent literacy and these years are critical for developing print awareness and transitioning to formal reading (Pullen & Justice, 2003)
The purpose of this study is to examine the uses of print features in preschool children’s books in the US and Turkey, in order to helping adults to understand print features and supporting children’s print awareness
After identifying children’s book literature as concept books, theme collections, rhythm’s books of language, and story books, we evaluated print features of books according to six features: labeling/environmental print, visible speech, visible sound, letters in isolation, font changes, and bold or unique fonts in the coding system

Summary

Introduction

Preschool years have an impact role on children’s emergent literacy and these years are critical for developing print awareness and transitioning to formal reading (Pullen & Justice, 2003). Children need more opportunities for learning about print awareness (Neuman & Roskos, 1997). Children’s books provide children exposure to print language, such as labels and sings, so that they can learn more print features with books (Neuman & Roskos 1993). Used print features like isolate words or letters, punctuation marks help to children understanding concepts about print. When books include print features, children built knowledge of the writing language (Learning Media, 1997). The focus of this study is print features in the children’s books. This study provides awareness about the importance of the print features of children’s books

Objectives

Methods

Results

Discussion

Conclusion