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Effects of Print Referencing in Joint Storybook Reading on Preschoolers' Word Recognition
The purpose of this study is to examine the effects of adult using print referencing (i. e., pointing while discussing print materials) during joint storybook reading on preschoolers' word recognition ability. Forty-eight preschool-aged children with an average age of four years and three months were assigned to three guided storybook reading conditions: (a) verbatim reading, (b) pointing and labeling the print, and (c) pointing and discussing about the print. After five joint readings of the "Three Rabbits" storybook, children's ability to recognize six target words were examined. Results showed: (1) Children in the pointing-and-discussing-about-print condition scored significantly higher than children in the verbatim-reading and pointing-and-labeling-print conditions. (2) Children in the pointing-and-discussing- about-print condition initiated more discussions about the printed materials, and there is a positive relationship between the frequency of self initiation and word recognition ability. Implications for pedagogy are discussed and future research directions are suggested.
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