Abstract:
According to several studies bilingual children struggle more with reading in their early
school years than their monolingual peers. This research study explores the possibility of
helping them improve their print knowledge through print referencing (PR) and shared
book reading (SBR). Twelve students ages 4-7 were part of this 8-week research project.
They were read to twice weekly using PR and SBR. Before and after the study the
students were evaluated and given subtests (Alphabet Recitation, Upper-case Print,
Lower-case Print, and Listening Comprehension) from the Brigance Comprehensive
Inventory of Basic Skills. It was found that student showed significant improvement for
the subtests whose skills were targeted: Upper- and Lower-case Print. Results indicate
that bilingual children improve their knowledge of print similarly to monolingual
children.
