Measure 35 — LIT 2

Concepts of Print

Child shows increasing understanding of the conventions and physical organization of printed material and that print carries meaning

Young children see many forms of print in their environment: in books and magazines and on clothing, food products, signs, and billboards. Early on, children learn that written words and graphics convey meaning and that they are used for many purposes. Young children’s concepts of print include their developing understanding of the diverse forms and functions of print and written language. During the preschool years, children increase their understanding of the functions and importance of print in daily life. They learn about conventions, the specific rules that govern print. For example, they learn that reading and writing in English and Spanish proceed on the page from left to right and from top to bottom. They also learn about the different forms in print—that words are different from pictures, for example; that words are made up of letters; and that letters are different from numbers.

Infants are interested in books just as they are interested in other brightly colored objects. They explore books with their mouths, bang them, drop them, pat the pictures, and explore textures in tactile books. Toddlers are learning how to hold a book right-side up and turn pages from front to back. They are interested in pictures and may recognize familiar books by their covers.

Young preschoolers show interest in print that appears in a variety of places, such as on signs and in books, magazines, notes, and lists. They recognize familiar signs (such as stop signs), product labels, and logos, as well as familiar words, such as names on cubbies. They hold books appropriately, pretend to read using a “reading voice,” and reproduce, verbatim, words and phrases from familiar books. Preschoolers understand that it is print, not pictures, that tells the story. They ask adults to read words to them and to tell them names of letters.

Older preschoolers can identify some letter names, especially the letters in their own name. They understand the concepts of letter, sound, and word, and they talk about their meaning and characteristics (a child might say, “Ball and baby are ‘b’ words,” for example). They are familiar with different print genres (such as recipes, menus, lists, labels, fiction and nonfiction books, and newspapers) and know that print is used for various purposes. They use vocabulary that relates to print and its functions and may be heard to say, “I can read,” or “I am writing a letter.”