Literacy Behaviors of Preschool Children Participating in an Early Intervention Program. CIERA Report.

Autor/inn/en	Sayeski, Kristin L.; Burgess, Kathleen A.; Pianta, Robert C.; Lloyd, John Wills
Institution	Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
Titel	Literacy Behaviors of Preschool Children Participating in an Early Intervention Program. CIERA Report.
Quelle	(2001), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Emergent Literacy; Expressive Language; High Risk Students; Knowledge Level; Letters (Alphabet); Predictor Variables; Preschool Children; Preschool Education; Preschool Teachers; Receptive Language; Teacher Attitudes + Suchen Sie Ihr Suchwort? Frühleseunterricht; Problemschüler; Wissensbasis; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Rezeptive Kommunikationsfähigkeit; Lehrerverhalten
Abstract	This report examines the teacher-reported early literacy behaviors of 2,759 preschool children who participated in a state-supported, early intervention preschool program. Preschool teachers (N = 240) completed the Literacy Competence Checklist for all children in their classes. Teachers reported growth in childrens literacy behaviors from Fall to Spring and shifts in commonly displayed behaviors from general verbal language in the Fall to word-level skills in the Spring. Teachers ratings of verbal comprehension and letter knowledge skills in the fall predicted whether they thought individual children would have difficulty learning to read in kindergarten. The findings showed that teachers see young children as developing pre-literacy skills rapidly, even those children who are expected to have difficulty in the primary grades. (Contains 54 references.) (Author/KB)
Anmerkungen	Center for the Improvement of Early Reading Achievement (CIERA), University of Michigan, School of Education, 610 E. University Ave., Rm 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-615-4858; e-mail: ciera@umich.edu. For full text: http://www.ciera.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC