Print Knowledge: Impacting Reading Readiness

Helping students to fixate on print 20,000 times more!

This  engaging 1.5 hour training helps teachers learn how to plan and implement impactful read-aloud and shared reading experiences. “Estimates suggest that when preschool-age children are read to with a print-referencing style every day for 10 minutes, they may fixate on print 20,000 times more than children who are not read to [this] way” (Justice et al., 2008 in Zucker, Ward, & Justice, 2009, p. 63).

Print referencing refers to teaching young children about the functions and forms of print during read-aloud and shared book reading in the classroom. There is robust evidence indicating that children who experience direct instruction of print related skills during read-alouds, have greater knowledge about print meaning, book and print organization, alphabet knowledge, and concept of word.

Ensure that your teachers are preparing students for reading success. Contact us today to find out how to bring this important training session to your teachers.



Zucker, T., Ward, A.. Justice, L. (2009). Print referencing during read-alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher. 63(1), pp. 62-72.