A Book and Parent Guide
Katherine Motschall M.A.
California State University, Long Beach
For my Graduate Project I created a book that targets print awareness in preschool age children. Here is a sample of some of the pages from the book. Photos by Cory McGilvery
Print Referencing:
Print referencing is an evidence-based technique that focuses on drawing attention to the print and text during shared reading. During shared reading, print referencing occurs when the adult uses verbal and non-verbal cues to encourage the child to focus their attention to print and words in the story being read to them. The intention of print referencing is to increase the child’s understanding of the relationship between written and spoken language and to increase metalinguistic skills of language (Justice & Ezell, 2004). Metalinguistic refers to the ability to reflect consciously on the nature and properties of language. Research has found that the development of metalinguistic skills is crucial to the development of print literacy (van Kleek, 1994). Print referencing during shared reading activities encourages dialogue about print between parent and child. Based on these findings, the dialogue should consist of questions about the nature and property of print and words in the book. Examples of how parents can use print referencing during shared reading of the book Say Hello can be found below.
A Parent’s Guide to Print Referencing Using the Book Say Hello
Print Referencing is a strategy used during shared reading that involves activities that promote increasing children’s attention to the print in a book.
It is recommended that a few of these strategies be used during a single reading session of the book Say Hello. It is not necessary to use all of the strategies listed each time the book is read. Parents should use discretion and pick a few strategies from the list to use each time the book is read and rotate them so that the child is eventually exposed to all of the concepts.
It is recommended that a few of these strategies be used during a single reading session of the book Say Hello. It is not necessary to use all of the strategies listed each time the book is read. Parents should use discretion and pick a few strategies from the list to use each time the book is read and rotate them so that the child is eventually exposed to all of the concepts.
Print Referencing Cue | Book Reading Transcript |
Tracking Print | Parent: The name of this book is Say Hello (parent tracks finger under the title) Child: That says Say Hello (the child points to the title) |
Questions about print | Parent: Your right! Which word do you think says hello? Child: That one. (the child points to the word say.) |
Comment about print | Parent: That’s a good try but it says say (points to the word say) This word says hello. (points to the word hello) |
Comment about print | Child: What’s this one say (the child points to Katherine Motschall)? Parent: That says Katherine Motschall (the parent points to the authors name) She is the author of the book. |
Request about print | Parent: Point with me to the two words- Katherine Motschall Child: Goes like this- one, two (the child points to each word). |
Comment about print | Parent: That’s great! You are right there are two words- one, two (the parent points to each word). Well lets see what this book is all about. This looks like a great book. (the parent opens book and begins to read the story) |
*Adapted from Justice & Ezell (2004)
A Parent’s Guide to Print Referencing Using the Book Say Hello
Concept | Directions |
Recognition of the title of the book | The book Say Hello makes distinguishing the title relatively easy since it is the only print on the cover of the book. Have your child point to the title before you begin reading the book. |
Concepts about the position of the book and the way that it is held | Discuss how you hold the book by showing the child the front of the book and how they should hold it. |
Page order | The book’s pages have page numbers. Discuss the sequence of the order of the pages with your child. |
Upper case letters vs. Lower case letters | Tell your child that sentences begin with upper case letters. Ask your child to point to upper case letters and lower case letters throughout the book. |
Letters make up words | Count the number of letters in the words with your child. |
Short words vs. Long words | Discuss the size of a word depending on the number of letters it has. Ask your child to point to short and long words throughout the book |
Reading from left to right | Use your finger to track the print while you read each word. |
Written words connection to pictures | Point to the objects in the book such as slide and then point to the word slide and tell your child that the word spells slide. |
Written words connection to pictures | Use the repositionable plastic printed words to show the child that the object has a corresponding word. |
Spoken words connect to written words | Say the word slide and then show the child the word slide in the print. |
Encourage language about print while reading | Allow your child to ask you questions about the print of the story while you are reading the book. |
*Adapted from Justice & Sofka (2005)
Track Progress with these data sheets
Keeping track of the print knowledge as you are using the print referencing during shared reading is essential in monitoring your child’s success and acquisition of print and word knowledge. Use the data sheet provided to track your child’s acquisition of print knowledge each time you use print referencing during shared reading. Mark a + for a correct response to indicate that your child has knowledge of the specific print concept listed in the corresponding box. Mark a – if your child does not indicate knowledge of the concept. This chart should be used as a guide to track your child’s print knowledge.
For the data sheet click link belowKeep track of the daily use of print referencing and use this sheet to remind you to incorporate print referencing in reading every day. Write notes in the comments section about anything that was significant in the progress of print knowledge during the shared reading activity with your child. Click link below for the parent data sheet.
This project was created based on the research found in the following studies click the link to access the references.
