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ERIC Number: ED350088
Record Type: RIE
Publication Date: 1992
Reference Count: 0
Increasing Literacy Development of At-Risk Kindergarten Students through Cross-Age Tutoring.
This practicum report describes an intervention to improve the literacy skills of seven at-risk kindergarten children. Intervention objectives were that children will: (1) show an increase in letter recognition; (2) demonstrate book awareness skills; and (3) increase their use of prereading and prewriting strategies. The intervention involved the tutoring of the kindergarten children by fifth and sixth grade students. The tutors received training in which they were taught to put the kindergarten children at ease, encourage the children's reading and writing, keep the children on task, avoid using punishment, and provide verbal praise. The tutors met with the kindergarten children for 30 minutes twice a week over a 3-month period. Pre- and posttests were conducted to measure children's literacy skills. Tests included a checklist to measure letter recognition, and observations to measure children's interactions with books and their use of pre-reading and -writing strategies. Results indicated that all objectives were met. Two children for whom English was a second language especially benefitted from the intervention. A reference list of 44 items is provided. Appendices include the letter recognition checklist and guides for observation of children; materials to be used by tutors; and questionnaires to be completed by tutors, kindergarten children, and parents. (BC)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.