Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

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Abstract
This study investigated the effectiveness of three instructional approaches for developing kindergarteners' print concepts and print awareness. The study also sought to determine if developing children's print concepts exerted an influence upon their reading readiness and word reading ability at the end of kindergarten. Three intact kindergarten classrooms participated in the study with a total of 132 kindergarten students. The three instructional treatments consisted of (a) a “traditional readiness” approach—the control, (b) an “immersion in print approach—an experimental group, and (c) an “immersion in print + teacher-led instruction” approach—an experimental group. Teachers were trained and provided the appropriate instructional methodologies and materials. They were also monitored regularly to check for compliance. A series of posttests assessing print awareness, readiness and word reading were administered at the conclusion of the study. Results indicated that “teacher-led” print concept lessons resulted in significantly greater print concept development, although increasing children's print concepts did not lead to improved reading readiness nor improved word reading ability among young readers. Finally, it was shown that an immersion in print, whether or not “teacher-led” print lessons were offered, resulted in significantly better readiness and word reading abilities at the end of kindergarten than did the “traditional readiness” approach.