Literaturnachweis - Detailanzeige
| Autor/inn/en | Robinson, Susan S.; Rosenbusch, Marcia |
|---|---|
| Titel | How Kindergarten Teachers Implement Literacy: A Survey. |
| Quelle | (1990), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Research; Emergent Literacy; Invented Spelling; Kindergarten; Prereading Experience; Primary Education; Reading Writing Relationship; School Surveys; Spelling Instruction; Teaching Methods; Writing Exercises; Iowa |
| Abstract | A study determined whether kindergarten teachers encouraged invented writing experiences among children to prepare them for reading and how teachers implemented invented spelling experiences in the kindergarten program. Subjects, 314 kindergarten teachers (out of 600 randomly selected kindergarten teachers in Iowa), responded to a survey of their classroom practices. Results indicated that although the vast majority of kindergarten teachers reported that they encourage children to use invented spellings, their writing experiences were neither frequent nor spontaneous. Results also indicated that teachers typically planned whole group writing activities within a given time frame and for a particular purpose. Findings suggest that the spontaneity observed in young children's early writing was absent from most kindergartens. (Four figures of data are included; 17 references are attached.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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