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Based on the objectives, the study adopted a quasi-experimental research model. The study group comprised children, who attend kindergartens that are affiliated to the Turkey- Ministry of National Education in Diyarbakır city center in the educational year of 2018-2019 and are also from the low socioeconomic status. Either groups (experimental and control) were formed by 11 girls and 9 boys, 40 children in total. Test of Early Language Development (TELD) recipient language test, print awareness control list and letter, and name writing test was administered as pre-test and post-test to experimental and control groups to evaluate early literacy skills of children The duration of the study was 8 weeks and each practice were conducted for approximately 30 minutes, 5 days of the week. The study concluded that environmental print practices strongly supported the receptive language and early literacy performances of children from the low socio-economic level.  \nKeywords: early literacy, print awareness, environmental reading, preschool period, children  \nINTRODUCTION  \n\"Early literacy skills\", which are also known as pre-literacy skills, include phonological awareness, letter knowledge, oral language, print awareness and comprehension skills (Whitehurst &Lonigan, 1998) . Many studies concluded that early literacy skills influence future literacy skills (Lonigan, Burgess & Anthony, 2000; Molfese, Beswick, Molnar & Jacobi-Vessels, 2006; Neumann, Hood, Ford & Neumann, 2012; Storch & Whitehurst, 2002) . For this reason, foreign studies started to focus more on how to teach pre-school children early literacy skills since they help improve future literacy skills (Snow, Burns & Griffin, 1998) .  \nAlthough literacy skills continue to develop throughout life, early childhood years (0 to 8 years) that include the beginning of literacy education, are considered the most important period in literacy development (Baydık, 2004) . Children, who do not receive enough stimulus during pre-school period, are at risk in terms of cognitive development, academic performance, and social and emotional aspects (Brooks-Gunn & Duncan, 1997; Pines, 1982) . The fact that children from a low socioeconomic level are not exposed to enough stimulus creates an adverse impact on their pre-literacy skills and future reading performances (High et al. 2000) . The research found that children from higher SES families had better literacy skills than from lower SES families (Burchinal et al., 2002; Salaway, 2008) . Speech and language therapist” pointed out that it is important to develop early literacy skills in minimizing literacy and language-related problems of children from low socio-economic status in the future (Menyuk&Chesnick, 1997; Van Kleeck &Schuele, 1987) .  \nChildren start discovering and using prints around them before primary education. These attempts of children are not pre-literacy skills but the first step of their life-long literacy development (Whitehead,  \nCitation: Kumaş, Ö . A. (2021) . The Effects of Environmental Writing Intervention on Early Literacy Skills of PreSchool Children at Risk. Anatolian Journal of Education, 6(1), 91-102. [https://doi.org/10.29333/aje.2021.617a](https://doi.org/10.29333/aje.2021.617a)  \n92 The Effects of Environmental Writing Intervention on …  \n2007) . Print awareness involves the child realizing that oral language can turn into written language, print i","cbCailJt9TeJSMsk","https://ap.wps.com/l/cbCailJt9TeJSMsk","pdf",297696,12,"English","# Introduction\n## Early literacy and pre-literacy skills\n## Importance of print awareness and environmental print","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to improve early literacy skills of children from low socioeconomic backgrounds by having them interact with environmental print.\"},{\"question\":\"How was the study designed and what groups were included?\",\"answer\":\"The research adopted a quasi-experimental model with an experimental group and a control group, totaling 40 children (11 girls and 9 boys).\"},{\"question\":\"What tools measured outcomes and what did the study conclude?\",\"answer\":\"Outcomes were measured with TELD receptive language tests, a print awareness control list, and letter and name writing tests before and after the 8-week intervention. Environmental print practices strongly supported receptive language and early literacy performances.\"}]","Anatolian Journal of Education - No. 1 - The Effects of Environmental Writing Intervention on Early Literacy Skills of PreSchool Children at Risk | PDF",1792073218]