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ERIC Number: ED267924
Record Type: RIE
Publication Date: 1985
Pages: 22
Abstractor: N/A
Reference Count: 0
Teaching Strategies Which Enable or Limit Prekindergarten Written Language Learning.
Schrader, Carol Taylor; Hoffman, Stevie
The purpose of the study was to investigate and describe the teaching strategies of five teachers fostering the natural development of literacy in prekindergarten children, prior to and during the teachers' introduction to a meaning-centered model of written language learning. Teachers were interviewed and videotaped. Observations were followed by inservice workshops promoting ways to facilitate natural written language strategies of children. Data revealed each teacher's initial orientation to the teaching/learning of written language. As these teachers were exposed to the meaning-centered theoretical model of written language learning, significant changes occurred in their teaching behaviors. Rather than limiting strategies, the teachers used enabling strategies which resulted in more spontaneous and self-directed writing by children than previously was the case. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A