Home > Strategies and Skill Development > Print Strategy Families > Print Cues > Literature Note - Print Cues

Print awareness is a key ingredient to learning how to read, since it supports the necessary orientation to the text to enable learning to read. The references listed below provide an entree into the subject.

Suggested Reading
Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics, 13, 485-514.

Ehri, L. C., & Sweet, J. (1991). Fingerpoint-reading of memorized text: What enables beginners to process the print? Reading Research Quarterly, 26(4), 442-462.

Elfrieda H., & Hiebert, E. H. (1981). Developmental patterns and interrelationships of preschool children's print awareness. Reading Research Quarterly, 16(2), 236-260.

Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.

Lomax, R. G., & McGee, L. M. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22(2), 237-256.

Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.

Home | About CBAL | Acknowledgments | Contact Us

© 2012 Educational Testing Service. The Common Core State Standards © copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

All trademarks are the property of their respective owners.