Children's trust in print: What is the impact of late exposure to reading instruction?. Issue 6 (29th June 2018)

• Record Type: Journal Article
• Authors: Einav, Shiri; Rydland, Veslemøy; Grøver, Vibeke; Robinson, Elizabeth J.; Harris, Paul L.
• Is Part Of: Infant and child development. Volume 27:Issue 6(2018)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2018-06-29
• Subjects: literacy -- print -- selective trust -- testimony; Child development -- Periodicals; Child psychology -- Periodicals; Parenting -- Periodicals; Child rearing -- Periodicals; 155.405
• DOI: 10.1002/icd.2102
• Languages: English
• ISSNs: 1522-7227

Abstract

Abstract: Prior research in England has indicated that, unlike prereaders, 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‐ to 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 were their prereading 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. Highlights: Is there a link between formal reading instruction and young children's bias to trust print over oral information? A study in Norway, where formal reading instruction is delayed, confirmed later emergence of trust in print compared to previous findings in the UK. Formal reading instruction may play a role in the emergence of children's selective trust in print-based information.