Abstract
This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the experimental group on the post-test of alphabet knowledge. Also, a statistically significant difference appeared to exist between the control and experimental groups’ means on the knowledge of print concepts. At the end of the popular culture print intervention, there was a statistically significant difference between the group in which the children participated (experimental or control) and their early literacy skills of alphabet knowledge and print concepts.
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