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Full-Text Articles in Education
Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Literature Review, Julie Ann Armstrong
Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Literature Review, Julie Ann Armstrong
Early and Special Education Graduate Projects and Theses
Literacy skills are developing in children from the time they are born and should be nurtured during the preschool years (Joint Position Statement, 2005). There are important literacy skill sets for children to acquire to be competent readers. The 2009 National Early Literacy Panel has defined one of these skills as alphabetic knowledge (Bell & Westberg, 2009). Alphabetic knowledge is being able to recognize and name letters and their sounds. The research shows that mastery of alphabetic skills is required before children can engage successfully in phonemic awareness. (Bara, Gentaz & Cole, 2007). Parents can facilitate their child’s mastery of …
Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Alphabetic Knowledge Activities Handbook, Julie Ann Armstrong
Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Alphabetic Knowledge Activities Handbook, Julie Ann Armstrong
Early and Special Education Graduate Projects and Theses
Early childhood educators are on the frontline of developing emergent literacy skills in their students. Research is abundant and clear about the importance of exposure to and experience with literacy activities for young children (Joint Position Statement- International Reading Association and the National Association for the Education of Young Children, 2005). However, students arrive in the classroom with varying skills and backgrounds relative to literacy, and many students are in a position to be considered at-risk of school failure. Teaching this population of students can be a challenge. This Alphabetic Knowledge Activities handbook was created to be a resource for …
Utah Kindergarten Teachers' Challenges And Concerns About Teaching Kindergarten, Ruth Jane Liebschutz Moore
Utah Kindergarten Teachers' Challenges And Concerns About Teaching Kindergarten, Ruth Jane Liebschutz Moore
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. It investigated written concerns teachers expressed in a statewide survey of kindergarten teachers. Study findings indicated that two main issues were communicated by teachers: a disparity between their developmentally appropriate beliefs and practices in the classroom, and concerns about children's kindergarten readiness and transition to school. About 56% of teachers felt a struggle in implementing their developmentally appropriate beliefs about education, for a variety of reasons: large class sizes, district and state mandates, and lack of resources, particularly time. Furthermore, 53% of educators conveyed …
Kindergarten Teachers' Developmentally Appropriate Beliefs And Practices And Their Perceptions Of Children's Kindergarten Readiness: Comparing The Beginning And The End Of The School Year, Rachelle Ernest Wright
Kindergarten Teachers' Developmentally Appropriate Beliefs And Practices And Their Perceptions Of Children's Kindergarten Readiness: Comparing The Beginning And The End Of The School Year, Rachelle Ernest Wright
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom …