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ERIC Number: EJ1098012
Record Type: Journal
Publication Date: 2015
Pages: 2015
Abstractor: As Provided
ISSN: ISSN-1083-6470
Reshaping Literacy in a High Poverty Early Childhood Classroom: One Teacher's Action Research Project
Rose, Lynnette; Vaughn, Margaret; Taylor, Linda
Journal of Research in Education, v25 n1 p72-84 2015
This research explores an action research project conducted by the first author focused on supporting her preschool students' literacy and language development. Using observations, interviews, artifacts, and assessment, this research documents the first author's process of conducting an action research project over the course of one year to support literacy and language skills in her students. This work is anchored in Epstein's framework (2010) for effective preschool pedagogy. Quantitative analysis revealed an increase in students' language after participating in a literacy program focused on incorporating students' backgrounds, families, and interests into the program. Qualitative analysis of parent surveys and student reflections suggested a positive impact on students' literacy abilities. Implications for teacher educators, in-service educators, and administration are discussed.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A