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The Nature Of Child Engagement And Teacher-Child Interactions Within Stem-Based Instruction In Preschool Classrooms, Hayley Ann Griffin
The Nature Of Child Engagement And Teacher-Child Interactions Within Stem-Based Instruction In Preschool Classrooms, Hayley Ann Griffin
Theses and Dissertations
While educators and speech-language pathologists have been found to utilize informational texts far less than fictional texts when working with young children, informational texts can support young children's academic and language development. This study qualitatively analyzed how children engaged in informationally-based activities and how instructors interacted with children to support their engagement and learning. Fifty-three children from 4 Head Start classrooms participated in small and large group STEM-based instructional activities for 2 days each across 2 weeks. The instructional unit related to how plants grow and how they are used for food. The researchers reviewed and transcribed video recordings and …
An Early Childhood Expository Comprehension Measure: A Look At Validity, Marybeth Fillerup Robertson
An Early Childhood Expository Comprehension Measure: A Look At Validity, Marybeth Fillerup Robertson
Theses and Dissertations
Many have argued for more informational text to be incorporated into the curriculum, even in the earliest grades. However, it has traditionally been thought that narrative text should precede informational text when introducing children to literacy. Still several studies have demonstrated that preschool children are capable of learning from these texts. Because informational texts are being introduced even in the earliest grades, preschool teachers are in need of ways to assess their students' ability to handle early forms of informational texts. The Early Expository Text Comprehension Assessment (EECA) was developed to help teachers understand the comprehension abilities of their preschool …
Development Of An Early Expository Text Comprehension Assessment: A Pilot Study, Stacey Christianson
Development Of An Early Expository Text Comprehension Assessment: A Pilot Study, Stacey Christianson
Theses and Dissertations
Literature supporting the use of informational texts with preschool children has increased in recent years. However, many preschool classrooms still focus on narrative text, and teachers are often unsure how to provide support for children's comprehension of informational texts. An assessment addressing preschool children's informational text comprehension will help teachers understand what children can do with informational texts and point out demands or tasks that children should be able to handle. A comprehension assessment for preschool children focusing on text purpose, text features, text retell, and comprehension of text structures has not been available. To fit this need, recent effort …
Finish-A-Rhyme-Story: A Rhyme Cloze Assessment For Preschool Children, Kimberly Jeanne Condie
Finish-A-Rhyme-Story: A Rhyme Cloze Assessment For Preschool Children, Kimberly Jeanne Condie
Theses and Dissertations
Educators need measurement tools to determine phonological awareness in young children. This study investigated the appropriateness of rhyme cloze tasks, referred to as Finish-a-Rhyme-Story items, which were designed to measure preschool and kindergarten children's early rhyme development. The rhyme cloze tasks required children to verbally complete a sentence by filling in a final rhyming word that matched a rhyme pattern highlighted in a short story that was read aloud to them. The task required rhyme awareness as well as comprehension of the language in the story. Twenty-four items were individually administered to preschool (n = 207) and kindergarten (n = …
Effectiveness Of Story Enactments Versus Art Projects In Facilitating Preschool Children's Story Comprehension, Jennifer Ann Johnson
Effectiveness Of Story Enactments Versus Art Projects In Facilitating Preschool Children's Story Comprehension, Jennifer Ann Johnson
Theses and Dissertations
The purpose of this study was twofold: (a) to compare preschool children's comprehension of a story after either enacting the story or participating in an art project, and (b) to qualitatively describe the children's interactions during the more interactive story enactment instruction. Twenty children from two Head Start classrooms were told the stories as a class, and then participated in either an art project (AP) or story enactment (SE) in small groups. The children in each classroom each heard three stories followed by the AP condition, and three followed by the SE condition. The children's comprehension of the story was …