Code Systems Instruction and Kindergarten Children’s Perceptions of the Nature and Purpose of Reading

Abstract

Two treatment groups, who received instruction on the five code systems found in the kindergarten child’s environment, and a control group (total A = 82) were given pre- and posttests designed to measure their perceptions of the purpose of reading, understanding of reading behaviors, identification of code systems, ability to read printed symbols, and responses to interview questions. Results from multivariate and univariate analyses showed no statistically significant effect due to age, sex, or treatment by sex interaction but a significant effect due to treatment on all but one test. The results suggest that kindergarten children can learn the concepts and vocabulary of code systems and that such instruction is related to the children’s perceptions of the nature and purpose of reading.