Tracking the Unique Effects of Print Exposure in Children: Associations With Vocabulary, General Knowledge, and Spelling

This study assessed the construct validity of a recently introduced measure of children's exposure to print, the Title Recognition Test (TRT). In samples of fourth-, fifth-, and sixth-grade children, the TRT demonstrated significant correlations with spelling, vocabulary, verbal fluency, word knowledge, and general information. Most important, it accounted for variance in these criterion variables when differences in both general ability and phonological coding ability were controlled. Although correlational, the latter result suggests that print exposure is an independent contributor to the development of verbal abilities. Studies of the cognitive consequences of differing amounts of print exposure could be facilitated by the use of this easily administered indicator.