Reading Acquisition among 5- to 6-Year-Old Children in the Programme of Compulsory Preparation for School

Autor/in	Zarina, Sandra
Titel	Reading Acquisition among 5- to 6-Year-Old Children in the Programme of Compulsory Preparation for School
Quelle	In: Discourse and Communication for Sustainable Education, 1 (2010) 1, S.93-108 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.2478/dcse-2013-0009
Schlagwörter	Reading Achievement; Early Childhood Education; Preschool Children; Compulsory Education; Educational Practices; Teacher Attitudes; Teaching Methods; Emergent Literacy; Inservice Teacher Education; Preservice Teachers; Essays; Content Analysis; Reading Skills; Educational Strategies; Reading Strategies; Sustainable Development; Change Strategies; Foreign Countries; Latvia + Suchen Sie Ihr Suchwort? Leseleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulpflicht; Bildungspraxis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Lehrerfortbildung; Essay; Aufsatzunterricht; Inhaltsanalyse; Reading skill; Lesefertigkeit; Lehrstrategie; Reading strategy; Leselernstufe; Lesetechnik; Nachhaltige Entwicklung; Lösungsstrategie; Ausland; Lettland
Abstract	In the context of compulsory education for 5-6 year-old children, the question about reading acquisition is one of fundamental concerns for both pre-school teachers and parents. This article examines the methods of reading acquisition frequently applied in preschool, discusses the situation and teachers' view of reading acquisition in pre-school in Latvia and provides suggestions for reading literacy development of 5-6 years old children based on the keystones of sustainable development. The article is a contribution in the construction of a theoretically grounded and sustainable model of reading acquisition for 5-6 year-old children meeting global educational challenges and Latvian local needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01