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- English language--Orthography and spelling--Study and teaching (Early childhood); Phonetic spelling--Study and teaching (Early childhood); (1)
- Language arts (Primary); (1)
- Reading (Elementary); Reading--Remedial teaching; (1)
- Reading Recovery Program (Ohio State University); Reading (Primary); (1)
- Reading--Kindergarten; Group reading; (1)
Articles 1 - 5 of 5
Full-Text Articles in Early Childhood Education
Reading/Writing Connection, Sandra J. Carpenter
Reading/Writing Connection, Sandra J. Carpenter
Graduate Research Papers
Reading and writing have many common tasks. Children's language abilities are nurtured through instructional practices that connect these commonalities. In a second-grade language arts program, tasks presented through reading instruction were related to children's writing experiences. To support the reading-writing connection, a strong literature base was created. This base offered models of language and focuses for discussions to relate the commonalities of the processes. The teacher traced the transfer of reading instruction to the children's writing through a collection of their writing pieces.
Circles Of Literary Learning In The Kindergarten Classroom, Jayne Purdy
Circles Of Literary Learning In The Kindergarten Classroom, Jayne Purdy
Graduate Research Papers
This study examined the effects of literature circles on literary learning for kindergarten students. Fourteen children were divided into groups for the purpose of reading and discussing several different fictional stories over a 6-month period. A wide variety of literature was used that reflected the units of study for each month. The children met in literature circles weekly to discuss a story with their peers. Anecdotal records and observations indicated that the students were demonstrating an increased interest in literature. A comparison of pre- and post-tests showed growth in the students' abilities to analyze and interpret stories. (Real names of …
Implementing A Reading Recovery Shared Classroom : Good First-Grade Reading Instruction For All, Bonnie L. Hoewing
Implementing A Reading Recovery Shared Classroom : Good First-Grade Reading Instruction For All, Bonnie L. Hoewing
Graduate Research Papers
Reading Recovery is an early intervention designed by Marie Clay (1985) to be implemented in an educational system for the purpose of providing a second chance for success for first grade children who are at risk of failing to learn to read. Reading Recovery is preventive rather than a remedial intervention. Early intervention to deal with reading difficulties is much more powerful than remediation at a later time. Good teaching of reading skills, early in a child's formal education, will help create the foundation needed for continued learning throughout their lives.
Invented Spelling : The Role Of Developmental Spelling In Early Childhood Classrooms, Cynthia L. Ford
Invented Spelling : The Role Of Developmental Spelling In Early Childhood Classrooms, Cynthia L. Ford
Graduate Research Papers
This paper is a review of literature relative to the importance of Invented Spelling in early childhood classrooms. The primary focus of this paper was to develop guidelines which should be used to implement a model program. The literature examined included the features of Invented Spelling and the stages of Invented Spelling. Also, the advantage and disadvantages of Invented Spelling were discussed.
The conclusion of this paper offers suggestions to educators on how to implement a model Invented Spelling program. Recommendations for further research in the area are stated.
Using Literacy Booster Lessons To Maintain And Extend Reading Recovery Success In The Primary Grades, Karla K. Kittelson-Mackenzie
Using Literacy Booster Lessons To Maintain And Extend Reading Recovery Success In The Primary Grades, Karla K. Kittelson-Mackenzie
Graduate Research Papers
This manuscript focuses on using small group literacy booster lessons to provide former Reading Recovery students with opportunities to apply effective literacy strategies in instructional-level text. The goals of these group lessons are encouraging students to independently process increasingly difficult texts and providing a smooth transition from individual Reading Recovery lessons to classroom learning.