ERIC Number: EJ955060
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 23
LOOK: Examining the Concept of Learning to Look at Print
Hovland, Michelle R.; Gapp, Susan C.; Theis, Becky L.
Reading Improvement, v48 n3 p128-138 Fall 2011
The purpose of this observation case study was to understand pre-school and kindergarten teachers' perceptions of what "distinguishing the characteristics of print" means and to identify strategies pre-school and kindergarten teachers employ to assist young children in learning to distinguish the characteristics. This study used questionnaires, analysis of children's writing samples, and classroom observations from pre-school and kindergarten teachers in rural locations in the Midwest. Data was separated into three categories: (a) questionnaire data, (b) writing sample analysis data, and (c) observational notes. A multistep analysis was conducted to identify patterns among participant responses. The distinguishing characteristics of print perceived by pre-school and kindergarten teachers included print has a purpose, pictures correspond to words, letters/words convey a message, sounds can be represented by letters, recognition and formation of letters, letters make words, letter sequence, directionality, spacing, capital and lowercase letters, letter order within words, writing is used for various purposes. The teaching strategies pre-school and kindergarten teachers used to assist young children distinguish the characteristics of print included promoting a safe risk free environment, reading aloud, emphasizing reading for meaning by discussing stories, making predictions, and making connection, providing opportunities for shared writing and shared reading activities, emphasizing letters, providing writing opportunities, practice writing letters, handwriting program, literacy centers, word work, emphasizing letter-sound associations by teaching students how to say words slowly. The teachers in this study showed evidence of providing effective instruction in general in learning to look at print. However, the majority of instructional decisions revolved around reading and overlooked the inclusion of writing to support learning to look at print.
Descriptors: Childrens Writing, Young Children, Kindergarten, Teaching Methods, Case Studies, Preschool Teachers, Questionnaires, Classroom Observation Techniques, Reading Aloud to Others, Emergent Literacy, Reading, Intervention, Early Childhood Education
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Authoring Institution: N/A
Identifiers - Location: South Dakota; Wyoming