Knows that print carries meaning and, in English, is read from left to right and top to bottom.
Observe whether the child: knows that print carries meaning and, in English, is read from left to right and top to bottom.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Shows occasional awareness that words say something (e.g., points at text when 'reading'), but directionality is inconsistent. May track randomly, jump around the page, or follow pictures rather than lines of print.
What you might see
When asked where the story is, points only to pictures and ignores the words even when prompted.
Moves their finger in circles over the page or taps randomly rather than tracking along lines of text.
Points to text while talking about the picture but starts in the middle of the page and jumps around.
Tracks right-to-left or bottom-to-top until the adult redirects them.
Expected
On track
In supported reading, points to or tracks along a line of text roughly left-to-right with adult modelling. Demonstrates that print carries the story message (e.g., says "these words") and notices when a book is upside down after a cue.
What you might see
With the adult saying "let's start here", places a finger near the beginning of a line and moves roughly left-to-right as the adult reads.
Says "the words say it" or points at print when asked "how do we know what it says?"
Exceeding
Going further
Consistently shows that print carries meaning and tracks print left-to-right and top-to-bottom in familiar contexts (books, labels) without prompting. Uses book-handling conventions (right way up, start at the top) and can explain simply what print is for.
What you might see
Starts at the top of the page and tracks across a line left-to-right during shared reading without being told.
Notices a book is upside down and turns it the right way before 'reading'.
Corrects an adult/peer: "Start at the top" or "go this way" while demonstrating left-to-right tracking.
Points to a sign/label and says what it is for ("that says exit" / "that's the name") and follows the print direction when tracking.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During story time, ask your child: "Where do I start reading on this page?" Notice whether they indicate the top and track left-to-right.
While cooking, show a simple label (e.g., cereal box) and ask: "What do the words do here?" Notice whether your child understands print carries the message, not just pictures.
At bedtime, run your finger under the words as you read for a page, then pause and invite your child to 'show you the way' on the next page.
On an outing, point to a sign and ask: "How can we tell what this says?" Notice whether your child points to the print and attempts to track directionally.
During drawing, write your child's name and ask: "How do we read it?" Notice whether they track left-to-right as you point to each part.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (Development Matters 2012 / DM2012), Literacy: Reading, 30-50 months.
The construct is DM2012's explicit observable for concepts of print and directionality in English.
Developmental research
Clay, M. M. (2000). Concepts About Print: What Have Children Learned About the Way We Print Language? Heinemann.
Concepts of print (meaning of print and directionality) are well-described in emergent literacy assessment traditions, supporting structured observation of these behaviours.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Treats print as decoration or pictures only, and does not show awareness that the words carry the message. Does not track text directionally and may hold a book upside down without noticing.
When asked where the story is, points only to pictures and ignores the words even when prompted.
Moves their finger in circles over the page or taps randomly rather than tracking along lines of text.
Emerging
Shows occasional awareness that words say something (e.g., points at text when 'reading'), but directionality is inconsistent. May track randomly, jump around the page, or follow pictures rather than lines of print.
Points to text while talking about the picture but starts in the middle of the page and jumps around.
Tracks right-to-left or bottom-to-top until the adult redirects them.
Developing
In supported reading, points to or tracks along a line of text roughly left-to-right with adult modelling. Demonstrates that print carries the story message (e.g., says "these words") and notices when a book is upside down after a cue.
With the adult saying "let's start here", places a finger near the beginning of a line and moves roughly left-to-right as the adult reads.
Says "the words say it" or points at print when asked "how do we know what it says?"
Secure
Consistently shows that print carries meaning and tracks print left-to-right and top-to-bottom in familiar contexts (books, labels) without prompting. Uses book-handling conventions (right way up, start at the top) and can explain simply what print is for.
Starts at the top of the page and tracks across a line left-to-right during shared reading without being told.
Notices a book is upside down and turns it the right way before 'reading'.
Reflexive
Applies concepts of print across contexts (menus, signs, simple captions) and can correct errors ("you're starting there" / "go this way"). Engages others by pointing out words, tracking accurately, and generalising that print is used to communicate information.
Corrects an adult/peer: "Start at the top" or "go this way" while demonstrating left-to-right tracking.
Points to a sign/label and says what it is for ("that says exit" / "that's the name") and follows the print direction when tracking.
