A kindergartener is reading a story to a doll. The child cannot yet actually read but is retelling a story that was read aloud earlier in the day. During this activity, the child moves a finger along the lines of text and points out pictures to the doll. This behavior most strongly suggests that the child has developed:

A kindergartener is reading a story to a doll. The child cannot yet actually read but is retelling a story that was read aloud earlier in the day. During this activity, the child moves a finger along the lines of text and points out pictures to the doll. This behavior most strongly suggests that the child has developed:

• A. Understanding that written symbols convey meaning
• B. Phonemic awareness
• C. Reading fluency
• D. Print directionality

Answer: (A)

Understanding that written symbols convey meaning is shown when a child treats print as a way to access language and a story, even before they can read the words aloud. In this situation, the kindergartner can’t yet read, but they’re engaging with the text by moving a finger along the lines and retelling the story from what was read aloud earlier. The act of following the lines indicates print awareness—the page has a left-to-right, top-to-bottom order and the marks on the page are meaningful. Retelling the story from memory shows the child recognizes that the printed page is connected to the story’s meaning, not just pictures. Pointing to pictures for the doll helps connect images with the text, reinforcing that print conveys information and meaning beyond just spoken words. This combination demonstrates a foundational understanding that written symbols carry meaning, a key step in early literacy development.

Understanding that written symbols convey meaning is shown when a child treats print as a way to access language and a story, even before they can read the words aloud. In this situation, the kindergartner can’t yet read, but they’re engaging with the text by moving a finger along the lines and retelling the story from what was read aloud earlier. The act of following the lines indicates print awareness—the page has a left-to-right, top-to-bottom order and the marks on the page are meaningful. Retelling the story from memory shows the child recognizes that the printed page is connected to the story’s meaning, not just pictures. Pointing to pictures for the doll helps connect images with the text, reinforcing that print conveys information and meaning beyond just spoken words. This combination demonstrates a foundational understanding that written symbols carry meaning, a key step in early literacy development.