"Mr. Toad's Wild Ride": Teachers' Perceptions of Reading Instruction in Kindergarten

Autor/in	Costantino-Lane, Tina
Titel	"Mr. Toad's Wild Ride": Teachers' Perceptions of Reading Instruction in Kindergarten
Quelle	In: Early Childhood Education Journal, 49 (2021) 2, S.235-245 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01065-1
Schlagwörter	Teacher Attitudes; Preschool Teachers; Kindergarten; Young Children; Reading Instruction; Reading Achievement; Oral Language; Language Skills; Language Acquisition; Mastery Learning; Reading Comprehension; Decoding (Reading); Language Arts; Academic Standards; Time Management; California + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Leseunterricht; Leseleistung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Leseverstehen; Dekodierung; Sprachkultur; Zeitmanagement; Kalifornien
Abstract	Many recent articles have focused on reading instruction in kindergarten, but few have solicited the beliefs of the experts--kindergarten teachers. This study examined California teachers' perceptions of teaching reading to kindergarten students. Kindergarten teachers from northern to southern California were surveyed (N = 103). Teachers reported on student oral language competence, reading achievement, and mastery of six of the English Language Arts Standards. Due to numerous standards, teachers reported that there was less time for traditional kindergarten activities and subject area instruction, both of which promote language development. Participants believed that students with advanced language skills at the beginning of kindergarten became proficient readers. Some students, with underdeveloped language, found learning to read frustrating and confusing. Other students, with underdeveloped language, may have grasped the decoding aspect of reading, but were lacking in comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01