The Development of Word Consciousness Prior to First Grade

Abstract

This study investigated (a) the development of word consciousness prior to first grade and (b) the relationship between word consciousness and reading ability. Subjects were 76 children ranging in age from 3 years 2 months to 6 years 4 months. Presented with a variety of graphic displays on cards, children were required to judge which ones were “something for reading.” The imposition of conventional linguistic terminology (e.g., letter, word, sentence) was eliminated, allowing children to describe, in their own language, their perceptions of the graphic displays. Results suggest that the development of word consciousness occurs through a process of gradual extension and refinement of both perceptual awareness of print features and concepts about print. In brief, the perceptions of 3-year-olds about a written word were found to be linked primarily to notions about linearity and quantity of symbols. By age 4, additional characteristics such as variety of symbols and the “unit” aspect of a word were used as criteria for judging whether something is “for reading.” By age 5, the transition from reliance on the superordinate structural features of writing to a stage where the distinctive features of the symbols take precedence was well in progress. Additional findings indicated a strong relationship between word consciousness and beginning reading ability.