PSYCH OpenIR  > 中国科学院行为科学重点实验室
Do Preschool Children Learn to Read Words from Environmental Prints?
Zhao, Jing1,2,3; Zhao, Pei1; Weng, Xuchu2,3; Li, Su1
2014-01-22
Source PublicationPLOS ONE
ISSN1932-6203
SubtypeArticle
Volume9Issue:1Pages:1-5
AbstractParents and teachers worldwide believe that a visual environment rich with print can contribute to young children's literacy. Children seem to recognize words in familiar logos at an early age. However, most of previous studies were carried out with alphabetic scripts. Alphabetic letters regularly correspond to phonological segments in a word and provide strong cues about the identity of the whole word. Thus it was not clear whether children can learn to read words by extracting visual word form information from environmental prints. To exclude the phonological-cue confound, this study tested children's knowledge of Chinese words embedded in familiar logos. The four environmental logos were employed and transformed into four versions with the contextual cues (i.e., something apart from the presentation of the words themselves in logo format like the color, logo and font type cues) gradually minimized. Children aged from 3 to 5 were tested. We observed that children of different ages all performed better when words were presented in highly familiar logos compared to when they were presented in a plain fashion, devoid of context. This advantage for familiar logos was also present when the contextual information was only partial. However, the role of various cues in learning words changed with age. The color and logo cues had a larger effect in 3- and 4-year-olds than in 5-year-olds, while the font type cue played a greater role in 5-year-olds than in the other two groups. Our findings demonstrated that young children did not easily learn words by extracting their visual form information even from familiar environmental prints. However, children aged 5 begin to pay more attention to the visual form information of words in highly familiar logos than those aged 3 and 4.
Indexed BySCI
Language英语
WOS IDWOS:000330283100067
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/14151
Collection中国科学院行为科学重点实验室
Affiliation1.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing 100101, Peoples R China
2.Hangzhou Normal Univ, Ctr Cognit & Brain Disorders, Hangzhou, Zhejiang, Peoples R China
3.Zhejiang Key Lab Res Assessment Cognit Impairment, Hangzhou, Zhejiang, Peoples R China
Recommended Citation
GB/T 7714
Zhao, Jing,Zhao, Pei,Weng, Xuchu,et al. Do Preschool Children Learn to Read Words from Environmental Prints?[J]. PLOS ONE,2014,9(1):1-5.
APA Zhao, Jing,Zhao, Pei,Weng, Xuchu,&Li, Su.(2014).Do Preschool Children Learn to Read Words from Environmental Prints?.PLOS ONE,9(1),1-5.
MLA Zhao, Jing,et al."Do Preschool Children Learn to Read Words from Environmental Prints?".PLOS ONE 9.1(2014):1-5.
Files in This Item:
File Name/Size DocType Version Access License
WOS_000330283100067.(317KB)期刊论文出版稿暂不开放CC BY-NC-SAApplication Full Text
Related Services
Recommend this item
Bookmark
Usage statistics
Export to Endnote
Google Scholar
Similar articles in Google Scholar
[Zhao, Jing]'s Articles
[Zhao, Pei]'s Articles
[Weng, Xuchu]'s Articles
Baidu academic
Similar articles in Baidu academic
[Zhao, Jing]'s Articles
[Zhao, Pei]'s Articles
[Weng, Xuchu]'s Articles
Bing Scholar
Similar articles in Bing Scholar
[Zhao, Jing]'s Articles
[Zhao, Pei]'s Articles
[Weng, Xuchu]'s Articles
Terms of Use
No data!
Social Bookmark/Share
All comments (0)
No comment.
 

Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.