Children’s trust in print: what is the impact of late exposure to reading instruction?
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 i...
| Main Authors: | , , , , |
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| Format: | Article |
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Wiley
2018
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| Online Access: | https://eprints.nottingham.ac.uk/52000/ |
| _version_ | 1848798623588941824 |
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| author | Einav, Shiri Rydland, Veslemøy Grøver, Vibeke Robinson, Elizabeth J. Harris, Paul L. |
| author_facet | Einav, Shiri Rydland, Veslemøy Grøver, Vibeke Robinson, Elizabeth J. Harris, Paul L. |
| author_sort | Einav, Shiri |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:22:43Z |
| format | Article |
| id | nottingham-52000 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:22:43Z |
| publishDate | 2018 |
| publisher | Wiley |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-520002020-05-04T19:42:52Z https://eprints.nottingham.ac.uk/52000/ Children’s trust in print: what is the impact of late exposure to reading instruction? Einav, Shiri Rydland, Veslemøy Grøver, Vibeke Robinson, Elizabeth J. Harris, Paul L. 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. Wiley 2018-06-29 Article PeerReviewed Einav, Shiri, Rydland, Veslemøy, Grøver, Vibeke, 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 Testimony; Selective trust; Print; Literacy https://onlinelibrary.wiley.com/doi/10.1002/icd.2102 doi:10.1002/icd.2102 doi:10.1002/icd.2102 |
| spellingShingle | Testimony; Selective trust; Print; Literacy Einav, Shiri Rydland, Veslemøy Grøver, Vibeke Robinson, Elizabeth J. Harris, Paul L. Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title | Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title_full | Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title_fullStr | Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title_full_unstemmed | Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title_short | Children’s trust in print: what is the impact of late exposure to reading instruction? |
| title_sort | children’s trust in print: what is the impact of late exposure to reading instruction? |
| topic | Testimony; Selective trust; Print; Literacy |
| url | https://eprints.nottingham.ac.uk/52000/ https://eprints.nottingham.ac.uk/52000/ https://eprints.nottingham.ac.uk/52000/ |