Using popular culture print to increase emergent literacy skills in one high-poverty urban school district

Debbie Vera

27 citations0/0 files storedJournal of Early Childhood Literacy

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Reading and Literacy Development Early Childhood Education and Development Literacy and Educational Practices

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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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1965Educational Research: An Introduction 2004What Video Games Have to Teach Us about Learning and Literacy 2003What video games have to teach us about learning and literacy 1984Educational Research: An Introduction 2003LITERACY IN THE NEW MEDIA AGE 2000Culturally responsive teaching: theory, research, and practice

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2013Mother–Child Referencing of Environmental Print and Its Relationship With Emergent Literacy Skills 2014Using environmental print to foster emergent literacy in children from a low-SES community 2013Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis

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