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This study examined the effects of children's pre-kindergarten literacy environments away from home on their knowledge of print-related concepts. Data were collected at eight sites in Mississippi, Texas, and Louisiana--either day care centers with no established curriculum or formal instruction, or classrooms with adopted curricula within parochial or public schools. The Concepts About Print (CAP) assessment instrument was given to 78 five-year-olds at the sites, and the Inventory of Literacy Indicators (ILI) was used to assign each site a quality and quantity rating representing the availability of literacy materials. ILI scores ranged from 14.30 to 70.60 on a 90-point scale, and the CAP score means ranged from 7.70 to 14.64 on a 24-point scale. There was no significant relationship between a site's total ILI score and the CAP scores of the children at the eight sites. ILI quality and quantity scores were highly correlated; therefore, the independent effect of these variables on CAP scores could not be determined. There were significant differences among the sites on children's mean CAP scores. (Two appendices list the items on the CAP and the ILI. Contains 34 references.) (KDFB)

Descriptors: Day Care, Early Childhood Education, Educational Environment, Emergent Literacy, Instructional Materials, Learning Centers (Classroom), Preschool Children, Preschool Education, Reading Materials, Test Validity











Autor: McMahon, Rebecca; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9946&id=ED399043







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