Concepts of print definition

Concepts of print

​Concepts of Print refers to the awareness of 'how print works'. This includes the knowledge of the concept of what books, print, and written language are, and how they function. It encompasses a number of understandings that allow the reading process to take place including:

• understanding that print conveys a message
• knowledge about book orientation and directionality of print, and
• distinction between sentences, words and letters, and
• knowledge of the alphabetic system and the difference between letters and words.

Understandings/elements of concepts of print in the English language

The main understandings or elements of Concepts of Print for English include the concept of text (how a text conveys a message), concept of book (how a book works, how different texts are organised), the idea of directionality (that English books are read from left to right, top to bottom), and other mechanical features (spacing, punctuation, the difference between letters, numerals, and other symbols).

Components of concepts of print

Concepts of print are important for emergent and early reading and writing (Clay, 1993).

Concepts of text

Understanding that print relays a message

Concept of book

• Book handling - holding the book the right way up
• Front cover, back cover
  
• Title, author, illustrator, blurb
  

Directionality

• Beginning at the front of the book, ending at the back
• Turning pages right to left
• Concept of top and bottom of a page - beginning at the top of the page and ending at the bottom of the page
• Reading pages from left to right
• Reading words from left to right
• Return sweep - reading left to right then sweep back to the beginning of the following line of text
• Concept of first, middle, last
• Word-to-word matching 
  

Mechanics

• Knowledge that words are separated by spaces
• Recognising the difference between symbols including, alphabetic letters vs numerals vs punctuation
• The purpose of punctuation and capital letters
• Understanding that most printed words are read the same way each time  (e. g. w-o-u-l-d will always be 'would') 
  

Through exposure to shared book reading in early childhood, and through modelled, shared, and guided reading in the early years, children develop concepts of print.

Examples to support the development of Concepts of Print

Concepts of print should be taught through text within the literacy lesson, for example by:

• reading a poem or a song that students are familiar with and highlighting features of the text - e.g. capital letters, full stops and discussing the purpose of these features
• reading a storybook and modelling and/or identifying features of text while reading, for example differences between words and letters, directionality, return sweep, front and back cover of book etc.
• reading books with different font types/sizes, bold, exclamation mark, question mark and capital letters

  Building a print rich classroom environment - using labels, alphabet posters, word walls, reading corners also contributes to the development of concepts of print.

For examples, see:

• Modelled Reading
• Shared Reading
• Guided Reading
  

Alphabet knowledge

Alphabet knowledge is also considered a Concepts of Print component. This includes knowledge of the names of each letter, the order of the alphabet, recognition of each upper and lower case letter, and knowing the difference between letters and words.

Alphabet Knowledge includes recognising all the letters of the alphabet by name. This includes recognising upper and lower case letters. The metalinguistic awareness of knowing the difference between a "word" and a "letter" is also important for alphabet knowledge.

Relationship with phonics

While alphabet knowledge is the ability to recognise and name upper and lower case letters, phonics is the knowledge of sound-letter patterns, that is the sounds that letters make.

As there are 44 sounds (phonemes) , but only 26 letters, many letters make more than one sound. Also, letters are used to form graphemes, which could consist of one letter (graph), two letters (digraph), three letters (trigraph) or four letters (quadgraph).

An important first step to learn the relationships between sounds is to have well developed Alphabet Knowledge: that is to know what each letter is called, and to be able to recognise these letters quickly and reliably.

Once students have strong alphabet knowledge they are able to apply this knowledge to learn about the sounds that letters and letter patterns (graphemes) make, and how phonemes map onto graphemes, i.e. phonics.

For more information, see:

• Phonics
• The 44 Sounds of English (docx - 116.91kb)
  

Relationship with phonological awareness

While alphabet knowledge is the ability to recognise and name upper and lower case letters, Phonological awareness refers to the awareness of sounds, rhymes, and syllables within words. Phonemic awareness (a critical subset of phonological awareness) refers to the ability to identify, segment, blend, delete and manipulate individual sounds. Alphabet knowledge is related to phonological awareness as children need to understand that words are made up of syllables, onset/rime, and individual sounds, and that letters of the alphabet are used to represent these sounds, as graphemes.

For more information, see: Phonological Awareness

Examples of alphabet knowledge activities

Contextualised teaching of alphabetic knowledge can occur through reading a fiction or non-fiction text to, for example:

• introduce the sound and the letter in focus, writing the letter before reading the text
• highlight particular letter/letters within the text
• identify initial sounds of words and distinguish upper and lower case letters
• recognise consonant digraphs/trigraphs
• discuss the different sounds that a letter can make from examples in a text
• find words that contain different consonant diagraphs e.g. /sh/, /ch/, /th/ -lunchbox, shoes, should, the, that
• compile words or letters from a text into lists to make games that will promote multiple exposure and repetition of alphabetic knowledge such as  bingo, snap, memory, tic tac toe, letter sort.
  

For examples, see:

• Modelled Reading
• Shared Reading
• Guided Reading
  

How does concepts of print relate to phonological awareness and phonics?

Phonological awareness allows students to hear the differences between words and sounds. Concepts of Print includes the recognition of symbols as letter shapes. Once this understanding is established, the letter shapes can be associated with sounds, connecting the visual, auditory and oral systems.

Links to the Victorian Curriculum - English

Foundation

Reading

• Recognise all upper- and lower-case letters and the most common sound that each letter represents (Content description VCELA146)
• Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality (Content description VCELA142)
  

Level 1

Reading

• Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (Content description VCELA177)
  

Links to the Victorian Curriculum - English as an Additional Language (EAL)

Pathway A

Reading and viewing

Level A1

• Understand the direction of English text (VCEALA034)
• Understand that texts are meaningful (VCEALA035)
• Distinguish Roman script from non-Roman script (VCEALA039)
• Understand and explore the basic features of different texts (VCEALL043)
• Understand and explore the basic features of different texts (VCEALL043)
• Identify some sounds in words (VCEALL050)
• Recognise capital letters, spaces and full stops (VCEALL052)
• Follow text with finger while reading (VCEALL053)

Level A2

• Understand how different types of images in texts contribute to meaning (VCEALA116
• Understand and use a small range of metalanguage for elements of text (VCEALL125)
• Relate most letters of the alphabet to sounds (VCEALL131)
• Understand and use simple metalanguage for books and reading (VCEALL044)
• Recognise that full stops and question marks separate text (VCEALL133)

Writing

Level A1

• Respond to the terms 'writing' and 'drawing' appropriately (VCEALA059)
• Illustrate a simple text (VCEALC058)
• Write a simple text that fulfils a function (VCEALC057)
• Recognise the importance of accurate reproduction of letters and words (VCEALA060)
  
•  Use some conventions for printed English (VCEALL081)
• Experiment with some familiar punctuation (VCEALL079)
• Understand some terminology of writing in English and/or home language (VCEALA068)

Level A2

• Illustrate texts purposefully (VCEALC139)
• Use some punctuation consistently (VCEALL158)
• Adjust size of writing, colour, layout and choice of media to support meaning (VCEALL160)

Pathway B

Reading and viewing

Level BL

• Show awareness that texts convey meaning (VCEALA191)
• Distinguish Roman script from non-Roman script (VCEALA195)
• Recognise and explore texts in different media and modes (VCEALL199)
• Understand and explore the basic layout and conventions of simple texts (VCEALL200)
• Use basic terminology of reading (VCEALL202)
• Recognise the letters of the alphabet (VCEALL208)
• Understand the function of spaces, capital letters and full stops (VCEALL209)
• Demonstrate reading-like behaviour (VCEALL210)
• Attempt to self-correct (VCEALL211)

Writing

Level BL

• Copy words, phrases or sentences accurately and carefully (VCEALC216)
• Understand the difference between writing and drawing, and that writing changes according to context and purpose (VCEALA219)
• Apply common conventions when copying or writing texts (VCEALL236)
• Copy basic punctuation as part of writing work (VCEALL238)
  

References

Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3912.

Concepts of print (emergent literacy)

The awareness of how print works including emerging knowledge about books, print, and written language, and how we use them.

Concepts of print can be described as a "set of rules" that are followed by readers and writers so that the text can be understood in the intended way. Concepts of print demonstrate to children the logistics of reading and writing, which allow the processes of literacy to take place.

For example:

• understanding that print relays a message
• knowledge about book orientation and directionality of print
• book handling (e.g. holding a book right way up, turning pages)
• emerging knowledge of the alphabet
• awareness of books, pages, words and letters.

Children who are learning about books and reading need to know these concepts so that they are able to understand the rules and begin to understand the message.

Examples of concepts of print

The main understandings or elements of concepts of print for English include the concept of text, concept of book, the idea of directionality, mechanical features, and alphabet knowledge. Concepts of print are important for emergent reading and writing (Clay, 2013; Justice & Ezell, 2004; Piasta et al., 2016).

From a very young age children engage in writing and drawing to represent real things (Bradford and Wyse, 2010). Children can distinguish between drawing, writing, and numbers based on their understanding of the concepts they represent (Lancaster, 2007; Wells Rowe & Neitzel, 2010).

Using verbal and non-verbal cues to direct children’s attention during reading affects their later print knowledge and literacy skills (Justice & Ezell, 2004).

Similarly, calling children’s attention to the sound structure of words during reading promotes their phonological awareness (Piasta et al., 2016). Shared reading with embedded vocabulary instruction also helps children to make meaning from print, especially when reading is coupled with extension activities (Piasta et al. , 2016).

Concepts of print examples diagram

Concept of text

• Understanding that print relays a message   

Concept of book

• Book handling - holding the book the right way up
• Front cover, back cover
• Title, author, illustrator, blurb

Directionality

• Beginning at the front of the book, ending at the back
• Turning pages left to right
• Concept of top and bottom of a page - beginning at the top of the page and ending at the bottom of the page
• Reading pages from left to right
• Reading words from left to right
• Return sweep - reading left to right then sweep back to the beginning of the following line of text.

Mechanics

• Knowledge that words are separated by spaces
• Recognising the difference between symbols including, alphabetic letters vs. numerals vs. punctuation
• The purpose of punctuation and capital letters
• Understanding that most printed words are read the same way each time (e. g. the letters w-o-u-l-d will always say 'would'). 

Alphabet knowledge is also considered a concepts of print component. This includes:

• knowledge of the names of each letter
• knowing the order of the alphabet
• recognition of each upper and lower case letter
• knowing the difference between letters and words.

The metalinguistic awareness of knowing the difference between a "word" and a "letter" is also important for alphabet knowledge. This is because children need these metalinguistic terms to talk about the concepts they are grasping, as they begin to recognise familiar words and letters.

It should be noted that children are not required to have an extensive knowledge of the sounds that letters make (phonics) before transition to primary school. However, being able to recognise and name letters (alphabet knowledge) is a very useful emergent literacy skill, encouraged in Language and Emergent Literacy Learners. The development of alphabet knowledge before school (along with phonological awareness and oral language) is an important predictor of early reading success.

Part of the mechanics of concepts of print includes the recognition of letters. Once children have a grasp of the concept of letters and their names, then the letter shapes can be associated with their sounds.

Phonological awareness is the knowledge of how the sound system (phonology) works (e.g. syllables, rhyming, individual speech sounds in words). 

While alphabet knowledge (part of concepts of print) is the ability to recognise and name upper and lowercase letters, phonics is the knowledge of sound-letter patterns: what sounds letters make.

Alphabet knowledge is a crucial precursor to early phonics knowledge.

For more information see:

• Phonological awareness
• Phonics

•  Victorian Early Years Learning and Development Framework
• VEYLDF Illustrative maps

Outcome 4: Learning

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

• explore the purpose and function of a range of tools, media, sounds and graphics

Outcome 5: Communication

Children engage with a range of texts and get meaning from these texts

• view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
• explore texts from a range of different perspectives and begin to analyse the meanings
• actively use, engage with and share the enjoyment of language and texts in a range of ways
• recognise and engage with written and oral culturally constructed texts

Children begin to understand how symbols and pattern systems work

• view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
• develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them
• begin to be aware of the relationships between oral, written and visual representations
• begin to recognise patterns and relationships and the connections between them

General ideas

Build a print rich environment:

• use labels, alphabet posters, word walls, reading corners

Incorporate print (with images) in everyday situations, including routines, transitions, mealtimes, and nappy changes:

• use labels, posters, signs, instructions, recipes

Provide print-based play materials to enhance planned and spontaneous play:

• use labels, pretend money, name tags, signs, newspapers, books, lists, menus, diagrams, directions

Use a poem or a song that children are familiar with and highlight the features of a text in different colours.

This leads to discussion about the purpose of these features. For example:

• capital letters (highlight green)
• full stops (highlight yellow)

Read a storybook to model and/or identify features of a text while reading, for example differences between words and letters, directionality, return sweep, front and back cover of book..

Read books with different font types/sizes, bold, exclamation mark, question mark and capital letters.

Ideas for alphabet knowledge

• Make letter shapes out of playdough, clay, or other materials
• Use magnetic letters (or writing) for recognising initial sounds of objects
• Bingo
• Go fish with alphabet cards
• Upper/lower case letter matching
•  Early handwriting experiences - letter formation
• Alphabet soup
• Circle time - recognising cards or 3D letters from a 'mystery bag'
• What am I drawing? - draw a letter on each other's back; children need to guess the correct letter
• Read a familiar poem or story - highlight one or more familiar words, letter or letters of the alphabet within the story

•  Lots of Trucks: Play, Reading, and Extending Language (Part 1) 
• Making Meaning: Reading with Children 

For age groups:

• Where Is The Green Sheep?

For  age groups:

• Early language users (12 - 36 months)

• Reading areas
• Print in other languages
• Chia Seed Sprouts
• Print in Sociodramatic Play.

For age groups:

• Language and Emergent Literacy Learners  (30 - 60 months)

Learning foci and teaching practices:

• Phonological Awareness
• Phonics
• Literacy-rich environment
• Reading with children
• Writing with children
• Independent reading and writing 
• Play
• Sociodramatic Play
• Performing Arts
• Fine Arts

Bradford, H., & Wyse, D. (2010). Writing in the early years. In Wyse, D., Andrews, R., & Hoffman, J. (Eds). The Routledge international handbook of English, language and literacy teaching (pp. 137-138). London: Routledge.

Clay, M. M. (2013). An observation survey of early literacy achievement (3rdEd.). Auckland: Pearson.

Justice, L. M., & Ezell, H. K. (2004). Print Referencing: An Emergent its Clinical Applications. Language, Speech, and Hearing Services in Schools, 35(April), 185–193.

Lancaster, L. (2007). Representing the ways of the world: How children under three start to use syntax in graphic signs. Journal of Early Childhood Literacy, 7(2), 123-154.

Piasta, S., Phillips, B., Williams, J., Bowles, R., & Anthony, J. (2016).
Measuring Young Children’s Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments. The Elementary School Journal, 116(4), 523-548.

Victorian State Government Department of Education and Training (2016) Victorian early years learning and development framework (VEYLDF) (pdf - 1.14mb) Retrieved 3 March 2018,

Victorian Curriculum and Assessment Authority (2016) Illustrative Maps from the VEYLDF to the Victorian Curriculum F–10. Retrieved 3 March 2018,

Wells Rowe, D., & Neitzel, C. (2010). Interest and Agency in 2- and 3-Year-Olds’ Participation in Emergent Writing. Reading Research Quarterly, 45(2), 169–195. dx.doi.org/10.1598/RRQ.45. 2.2

Authoritarian conception of the press - Studopediya

not only news is reported, but also directives (instructions) are sent to the localities

2) preliminary censorship

3) no sensations

4) truthful information is often sacrificed to the interests of the authorities.

5) press structure – vertical.

Yus. State power exercises full control over the production of printed matter, namely, its ideological orientation

was formed in the era of absolutism, the monarchy and the church made printing an instrument of management people

"La Gazette" (Theophrasto Renaudeau) for Cardinal Richelieu and Louis 13 means of implementing the political program

the publisher could publish only what was beneficial to the government

Richelieu was in fact its supreme editor.

opposition publications banned , censorship tracked seditious writings threatening the authority of the monarch and the church

for the 17th - 18th centuries. the government issued many laws restricting the printed word

a large number of institutions of secular and spiritual power, designed to destroy objectionable works

violators were persecuted and severely punished , up to the application of death execution

All this slowed down the development of the seal in France-before the start of the VFR