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Students entering first grade are not prepared to read. They lack the readiness skills that provide the foundation for success. Learning to read and write is a struggle, particularly for those students who have not had a variety of experience with reading and writing prior to entering school. In an effort to increase the readiness skills of at-risk kindergarten students, a strategic intervention using a combination of multilevel reading and writing activities was implemented in the instructional curriculum. Although much of the curriculum is fashioned around the concepts of Hall and Cunningham, additional strategies provided daily supplemental activity. The intent was to determine to what extent the addition of writing exercises led to improvement of reading readiness in the targeted population. The results of this study conclude that students had improved letter recognition and phonemic awareness. Advancements in concepts of print, recognition of sight words, color words, in addition to an increased vocabulary were among the achievements. The participants demonstrated an increased enthusiasm toward reading and writing. Contains 2 figures of data. Appendixes contain the parent questionnaire and assessment instruments. (Author/RS)

Descriptors: Action Research, Instructional Effectiveness, Kindergarten, Phonemic Awareness, Primary Education, Reading Attitudes, Reading Instruction, Reading Readiness, Word Recognition, Writing Attitudes, Writing Instruction











Autor: Renz, Lori

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7384&id=ED447486







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