Children spend a large portion of their time in the home environment where they engage in many activities. Teachers hope that these learning experiences will rein force the concepts, skills and values that constitute the school curriculum. The greater the correspondence between environmental learnings and school activities, the more likely that transfer will take place. Children's contact with words in the environment builds a foundation for literacy because "all meanings that are attached to the words that we use in language are obtained through experience" (Ross and Roe, 1990, p. 6). But the question, Do teachers use children's environmental experiences to enhance instructional activities? is one that should be asked.
Briggs, L., & Richardson, W. (1993). Children's Knowledge of Environmental Print. Reading Horizons: A Journal of Literacy and Language Arts, 33 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol33/iss3/4