Observe the child in the home or outdoors where print is visible on objects, materials, walls or signs.
Ask the child what various print in the home and environment “says.”
The child uses the pictures or environmental context to determine what the text means. He may not be correct, but the association may be clear. For example, the child may point to the name above a store and say, “That says, ‘Shoe Store,’ because the store sells shoes.”
Early childhood educators and parents should read all types of print with children. Print is evident on many different surfaces. Bring the children’s attention to the print and tell them what it says. Adults can also ask children to think about what the text might say. This prompts children to think about context and potential meaning. This is a foundation for later reading of unfamiliar words.
North Carolina Department of Public Instruction, 2015
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