The Effects of the Language Arts Instructional Program on the Literacy of Pre-kindergarten Students PDF Download
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Author: Rachel Clinton Edoho-Eket Publisher: ISBN: Category : Language arts (Preschool) Languages : en Pages : 236
Book Description
This study was designed to explore the effectiveness of balanced literacy instruction in two pre-kindergarten programs in a North Eastern suburban school district. The researcher used a mixed-methods design which included classroom observations, student performance data, and teacher interviews to determine if the language arts program produced favorable learning outcomes for full-day pre-kindergarten and half-day pre-kindergarten students. In this study, the researcher examined highly effective balanced literacy components including read a-louds, shared reading, phonics/word study, guided reading, and guided writing. The results indicated that correlations were found between the frequency of literacy practices utilized during instruction and student achievement outcomes. This report also includes information regarding the implications of this work and suggestions for future study.
Author: Rachel Clinton Edoho-Eket Publisher: ISBN: Category : Language arts (Preschool) Languages : en Pages : 236
Book Description
This study was designed to explore the effectiveness of balanced literacy instruction in two pre-kindergarten programs in a North Eastern suburban school district. The researcher used a mixed-methods design which included classroom observations, student performance data, and teacher interviews to determine if the language arts program produced favorable learning outcomes for full-day pre-kindergarten and half-day pre-kindergarten students. In this study, the researcher examined highly effective balanced literacy components including read a-louds, shared reading, phonics/word study, guided reading, and guided writing. The results indicated that correlations were found between the frequency of literacy practices utilized during instruction and student achievement outcomes. This report also includes information regarding the implications of this work and suggestions for future study.
Author: Lesley Mandel Morrow Publisher: Guilford Press ISBN: 1593854625 Category : Education Languages : en Pages : 249
Book Description
Preschoolers are passionate about learning, and a high-quality preschool program offers rich learning experiences in the areas of language and literacy. This engaging book gives teachers and other professionals fresh ideas, inspiration, and practical tools for integrating age-appropriate literacy instruction into the preschool curriculum. Including helpful vignettes, sample lesson plans, and reproducibles, the book shows how to create a motivating classroom environment, balance child-initiated exploration with structured activities, and support students' developing skills in reading, writing, speaking, and comprehension. Essential topics include preschool assessment and working with English language learners.
Author: Sherry Sanden Publisher: Teachers College Press ISBN: 0807765708 Category : Education Languages : en Pages : 177
Book Description
"This book envisions the language and learning possibilities of young children's active engagement in literature discussion, which is not often found in books about early read-alouds. This book promotes read-aloud experiences that keep children, their backgrounds, and their experiences front and center. This book shares our journey, as educators and researchers, with a goal to support the learning journey of other early childhood educators. This book includes vignettes from classroom literature discussions as well as conversations between educators"--
Author: James Christie Publisher: Pearson Higher Ed ISBN: 0133363686 Category : Education Languages : en Pages : 449
Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. How children acquire language and literacy knowledge in many different contexts—and how teachers can effectively promote the development of oral and written language—is the focus of this highly regarded resource. Readers get an authoritative look at how children acquire language and literacy in a variety of contexts and how teachers can effectively promote development in oral and written language. Teaching Language and Literacy integrates a constructivist/emergent literacy perspective with scientifically-based instructional practices that are successful in supporting children’s reading, writing, listening and speaking development. This new edition features the work of a new author, Kathleen Roskos, and includes numerous up to date references, examples, and hands-on activities for putting theory into practice in today’s classrooms.
Author: Diane M. Barone Publisher: Guilford Publications ISBN: 1462511775 Category : Language Arts & Disciplines Languages : en Pages : 542
Book Description
Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.
Author: Carol Vukelich Publisher: Allyn & Bacon ISBN: 9780205532674 Category : Education Languages : en Pages : 0
Book Description
The unique focus of this book integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for teachers of early literacy. The book begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool level. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a “blended” approach to teaching literacy that includes the best elements of these diverging views. The authors end this introduction with a set of principles to guide the effective teaching of literacy in preschool and kindergarten classrooms. A Letter to Students from the Authors Dear Student, Helping Young Children Learn Language and Literacy, 2ndedition, is about teaching the language arts –about facilitating reading, writing, speaking, and listening development for children, ages birth through kindergarten. It is intended for preservice and inservice preschool and kindergarten teachers and administrators. The first edition of our book was written in late 1990s and was heavily influenced by the emergent literacy perspective that was dominant at the time. This constructivist view maintains that the best way to teach early literacy is to provide settings and experiences that provide rich, meaningful experiences with language and print. Key emergent literacy strategies include extended classroom discourse, print-rich environments, shared reading, shared writing, and literacy-enriched play. We still believe that these strategies form the core of an effective early literacy program. However, over that past decade, a series of significant national educational events have impacted early literacy education, including the standards movement,No Child Left Behindlegislation, and the use of scientifically-based reading research to make curricular and instructional decisions. The new second edition of our book reflects these important new trends and explains how this new skills-based approach to literacy instruction can be integrated with the earlier constructivist perspective. We advocate blending scientifically-based reading research with the emergent literacy perspective to create a ‘value added’ approach to language and literacy teaching and learning. The second edition contains new content focusing on the “core” knowledge and skills that young children must have to become successful readers: oral vocabulary, phonological awareness, and alphabet knowledge. Vignettes demonstrate how these skills are directly and systematically taught to young children. We also provide examples of how emergent literacy strategies such as shared reading and shared writing are being used in these same classrooms. We believe that this type of balanced approach to early literacy instruction is the best way to prepare young children to become successful readers and writers. We think that you will find our book to be very user friendly. We provide definitions for key terms and study questions at the beginnings of each chapter and concise summaries at the end. We provide many vignettes, case studies, and “trade secret” examples from master teachers to make learning and teaching come to life. Each chapter ends with a “Linking Knowledge to Practice” feature that helps connect research and theory with the practices that you will observe in preschool and kindergarten classrooms. We hope our text finds its way into your professional library and will become a helpful resource for you as you develop or continue your development as a professional educator. Sincerely, Carol, Jim, and Billie
Author: Sebrina R. Palmer Publisher: ISBN: Category : Languages : en Pages : 56
Book Description
This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.
Author: Rachel Clinton Edoho-Eket
Author: Rachel Clinton Edoho-Eket
Author: Lesley Mandel Morrow
Author: James F. Christie
Author: Sherry Sanden
Author: James Christie
Author: Diane M. Barone
Author: Carol Vukelich
Author: Karen L. Dornbos
Author: Sebrina R. Palmer
Author: Yange Xue