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Promoting Self-Regulated Reading and Writing at Home and School.
Peer reviewed Peer reviewed
Perry, Nancy E.; Nordby, Carla J.; VandeKamp, Karen O. – Elementary School Journal, 2003
Studied discrepancies between Canadian first-graders' home and school literacy contexts regarding the contexts' potential to promote self-regulated approaches to reading and writing. Examined the extent to which differences were reflected in the children's attitudes toward and engagement in reading and writing at school. Found some discontinuity…
Descriptors: Context Effect, Educational Environment, Elementary School Students, Family Environment
Four Canadian Kindergarten Teachers' Reports about the Implementation of an Emergent Reading Program.
Peer reviewed Peer reviewed
Saint-Laurent, Lise; Giasson, Jocelyne – Elementary School Journal, 1999
Documented reports of four Canadian teachers' experiences in kindergarten emergent-literacy program to determine the following: (1) changes in classroom literacy activities; (2) difficult and easy program components; (3) students' capacity for literacy learning; and (4) project satisfaction. Concluded that researchers need to involve teachers when…
Descriptors: Class Activities, Disadvantaged Youth, Emergent Literacy, Foreign Countries