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ERIC Number: ED559865
Record Type: Non-Journal
Publication Date: 2013
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-3030-8
ISSN: N/A
Understanding the Relations between Dimensions of Literacy Teaching and Preschool Children's Literacy Skills
Zhang, Chenyi
ProQuest LLC, Ph.D. Dissertation, Purdue University
Preschool teachers' literacy instruction during classroom activity is important to young children's early development of literacy skills. The present study employed repeated measure ANOVAs to examine the dimensions of 42 Head Start teachers' literacy instruction (i.e., literacy content, teaching process, and lexical characteristics) during large group activity across a fall semester within two large group activity contexts (book-reading, and non-book-reading). Structural equation modeling was used to investigate the pathways between teachers' literacy instruction and children's literacy skills (e.g., letter-sound and vocabulary knowledge, N = 291). The moderation effect of children's initial literacy skills at the beginning of the semester on the relation between teachers' fall and winter literacy instruction was also tested. The results indicated that teachers provided more explicit delivery of literacy content during book-reading than non-book-reading. Vocabulary teaching occurred more frequently than code-related instruction during book-reading but not during non-book-reading. Teachers used decontextualized instruction to mainly support vocabulary teaching. The lexical characteristics of teachers' talk remained stable across the semester and between the two activity contexts. While no direct pathway was detected between teachers' literacy teaching and children's literacy skills, children's initial literacy skill was found influencing teachers' delivery of literacy content and lexical characteristics over the semester. Findings reveal the structure of teachers' literacy instruction, indicate teachers' different focus within two large group time activity contexts, and provide insight for further research on teachers' literacy teaching and literacy intervention design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A