When did you last stop to think about how complex the print on a page really is?
For young children learning to read, print is not at all simple - there is so much for them to know about. They need to develop a conceptual knowledge of print - to understand how print functions.
Print referencing is a teaching strategy that supports children with this. It focuses on drawing the children’s attention to the print on the page. Shared or Interactive reading provides an ideal opportunity to use this strategy effectively.
Print referencing during Interactive reading: a vignette
Here we can see how Sarish uses print referencing when she is sharing a book with a small group of children.
Sarish: Today we’re going to read this book – it’s called ‘Open Very Carefully – A Book with a Bite’! (She points to the words as she reads.)
Alex: A crocodile!!
Sarish: Yes, Alex, you can see a crocodile on the cover of the book! Let’s open the book now. (She turns the page).
Amy: There’s a mummy duck and baby ducks.
John: Ducklings.
Sarish: Yes, there’s the mother duck and three little ducklings.
Let’s see what’s happening. I wonder where I should start reading?
Jamie: At the top.
Sarish: Yes, up here at the top she (points to the top left). I’m going to start reading here (points to the first word) and go this way (gestures left to right under the first line of text).
Once upon a time, there was a mother duck with three pretty ducklings and one… (She points as she reads).
Caution: it is important to bear in mind the amount of print referencing you do. Be sure not to overdo it – this could interrupt or lose the flow of the story.
3 key ways of using print referencing during interactive reading
- Draw attention to the letters and words on the page:
“I wonder where the first word is on this page?”
“This word says ‘stop’ – look at how the letters go across.”
- Explain how books are structured:
“We start reading here, at the top left”
“When we get to the end of the line, we move down to the next line.”
- Ask print-focussed questions, for example:
“Can you show me where the title is?”
“Who can find the word cat on this page?”
A second caution: be mindful about questions, especially closed ones. As a rule of thumb use all questions sparingly during interactive reading.
Why print referencing matters
The Early literacy section of the EEF’s Early Years Evidence Store highlights the need to focus on the printed text,
‘Evidence we looked at also often described labelling features of print and text so that children develop an understanding of print concepts (for example, that in English print is read from left to right, top to bottom)’.
Developing print awareness is a key early literacy skill. It supports children to:
- Understand that print carries meaning
- Recognise that spoken words can be represented by written words
- Learn how to navigate books and printed text
This foundation is important as it supports children with knowing where and how to look at text when starting to read independently.
The EEF guidance report ‘Preparing for literacy’ provides a range of approaches and activities that bring the children’s attention to the print.
By Caroline Vollans and Sinead Harmey
Questions for reflection
Do you build print referencing into your daily schedule?
Can you make a list of other ways of print referencing?
Want to know more?
Lincolnshire Research School: a blog discussing print referencing at story time.