Promoting emergent literacy in under-served preschools using environmental print.
Lauraine Giacovazzi, Sharon Moonsamy, Munyane Mophosho
PMID 34082543WHAT IT FOUND
Children in an under-served preschool improved their understanding of how print works after twelve weeks of lessons using recycled packaging and signs.
Teachers need explicit guidance to use these free materials, not just display them.
Key findings
01The intervention group showed significant gains in print concepts, while the comparison group did not.
02Gains were attributed to explicit teaching with environmental print, not just the presence of the materials.
03The intervention relied on cost-effective materials like recycled packaging and classroom posters.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The sample size was small (32 children), so results may not apply to other populations. The researchers were not fluent in all the first languages spoken by the children, which may have affected the assessment or intervention. The study was conducted in a specific South African context with particular socioeconomic and educational challenges, limiting generalisability.
Declared interests
No specific funding sources or conflicts of interest were reported in the provided text.
The easy way to misread this
Do not assume that providing environmental print materials alone will improve literacy. The study found that gains occurred only when teachers used these materials for explicit, guided instruction.