Children’s trust in print: what is the impact of late exposure to reading instruction?

Einav, Shiri and Rydland, Veslemøy and Grøver, Vibeke and Robinson, Elizabeth J. and Harris, Paul L. (2018) Children’s trust in print: what is the impact of late exposure to reading instruction? Infant and Child Development . ISSN 1522-7219

Full text not available from this repository.

Abstract

Prior research in England has indicated that, unlike pre-readers, young children who have learned to decode simple words view print-based information as a more authoritative source of knowledge than purely oral information. We predicted that children in Norway – who start to receive formal reading instruction at a relatively late age – would be slower to display this bias toward print-based information. Accordingly, we tested 4-6 year-olds (N = 96) in Norway. As expected, these children showed a delayed emergence of the bias toward print over speech. Unexpectedly, however, children who had successfully gained a basic reading ability prior to any exposure to formal reading instruction in school were no more trusting of print than their pre-reading peers. These results suggest that the ability to decode simple words is an important condition for selective trust in print-based information but that exposure to formal reading instruction in school may also be necessary.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/942546
Additional Information: This is the peer reviewed version of the following article Einav S, Rydland V, Grøver V, Robinson EJ, Harris PL. Children's trust in print: What is the impact of late exposure to reading instruction?. Inf Child Dev. 2018;e2102. https://doi.org/10.1002/icd.2102,which has been published in final form at https://doi.org/10.1002/icd.2102. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Keywords: Testimony; Selective trust; Print; Literacy
Schools/Departments: University of Nottingham, UK > Faculty of Science > School of Psychology
Identification Number: https://doi.org/10.1002/icd.2102
Depositing User: Eprints, Support
Date Deposited: 24 May 2018 07:46
Last Modified: 04 May 2020 19:42
URI: http://eprints.nottingham.ac.uk/id/eprint/52000

Actions (Archive Staff Only)

Edit View Edit View