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Relevant bibliographies by topics / Literacy; Literacy; Early childhood education / Dissertations / Theses

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Dissertations / Theses on the topic 'Literacy; Literacy; Early childhood education'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Evanshen, Pamela. "Preschool Literacy." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4420.

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2

Sharp, L. Kathryn. "Early Literacy Workstations." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4301.

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3

Sharp, L. Kathryn. "Got Literacy…?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4273.

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4

Sharp, L. Kathryn, and Susan Lewis. "Top Ten Literacy Tips." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4250.

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5

Geiken, Rosemary, and L. Kathryn Sharp. "Literacy and Science Integration." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4289.

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6

Facun-Granadozo, Ruth. "Toolkit for Effective Literacy Instruction." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4335.

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7

Sharp, L. Kathryn, and Jason Johnson. "Supporting Literacy for All Learners." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4282.

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8

Geiken, Rosemary, and L. Kathryn Sharp. "Science Investigations and Literacy Connections." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4248.

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9

Sharp, L. Kathryn. "Literacy Strategies You Can Use Now." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4266.

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10

Sharp, L. Kathryn, and Rosemary Geiken. "Integrating Science and Literacy in Early Childhood: Hands-on Scientific Investigations and Literacy Strategies for Teachers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4262.

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11

Facun-Granadozo, Ruth. "Enhancing Literacy Through Music and Movement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4336.

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12

Sharp, L. Kathryn. "Stem Instruction: It Is Literacy Instruction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4257.

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13

Yilmaz, Arif. "Facilitating literacy support partnership for literacy curriculum improvement in a Head Start program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297943.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0870. Adviser: Mary B. McMullen.

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14

Williams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.

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This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with

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15

McAleer, Donna. "Understanding and developing early literacy : partnerships between parents and teachers in early childhood education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2429.

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Research highlights the critical interrelationship between the literacy events, routines and practices parents embrace in their home settings, the literacy practices of the early childhood settings and the teaching of reading at schools. In this study, I explored the understandings that two teachers and two groups of parents of young children had about literacy, as it was interwoven into centre practice. In addition to this I reviewed the partnerships that existed between the home and centre settings, particularly the aspects that related to literacy learning and how this was linked with the c

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16

Gann, Rosalind R., and L. Kathryn Sharp. "Literacy Everywhere, But What Do They Need?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4271.

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17

Zhao, Hongxia, and L. Kathryn Sharp. "Improving Children’s Literacy Through Guided Play." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4259.

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18

Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.

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19

Sharp, L. Kathryn. "Literacy and Meaning Making in the Early Years." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4254.

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20

Williams, Christina A. "Parents' Impact on Their Young Children's Literacy Achievement." Walden University, 2013.

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21

Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.

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22

Miller, Kimberly K. "Pretend play and literacy learning in one early childhood classroom." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190063031.

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23

Gonzalez, Lauren. "Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271820/.

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Although prior research has shown that parental involvement positively affects a child's literacy development, attention should also be directed to the factors that keep parents from being involved in their children's education. The study reported in this dissertation examined five factors: socioeconomic status, level of education, employment, culture, and language that may be influential in parental assistance of their children's literacy development in the home. The data sources for this investigation included interview responses and a demographic survey. Data from 17 parents, each from a di

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24

Martello, Julie Marie, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Acting on literacy curriculum and pedagogy in early childhood education." THESIS_CAESS_EEC_Martello_J.xml, 2005. http://handle.uws.edu.au:8081/1959.7/764.

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The eight published articles in this portfolio collectively constitute a reconceptualising of literacy curriculum and pedagogy in early childhood education, with an emphasis on the use of drama pedagogy. The portfolio includes a synthesis of the themes that unify the articles and a review of the qualitative research methods that inform the articles, namely theoretical/conceptual and case study research. In relation to literacy curriculum, the portfolio explicates an inclusive and extended definition of literacy which reflects the wide range of social and cultural practices that engage young st

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25

Carter, J., Jane Tingle Broderick, and C. McGaha. "Creativity and Curriculum: Explorations in Early Literacy: “Wild Things”." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4481.

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26

Martello, Julie. "Acting on literacy curriculum and pedagogy in early childhood education." View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060201.103358/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2005.<br>A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the award of the degree of Doctor of Education, May 2005. Includes bibliography.

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27

Sharp, L. Kathryn, and Ruth Facun-Granadozo. "Easy and Effective Literacy Centers on a Dime." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4275.

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28

Sharp, L. Kathryn, and M. J. Fowler. "Using Literacy to Address Bullying in the Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4260.

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29

Sharp, L. Kathryn. "Social Development and Literacy for Pre-K." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4287.

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30

Sharp, L. Kathryn, and M. J. Fowler. "Using Literacy to Address Bullying in the Classroom." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4263.

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31

McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.

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<p> Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with c

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32

Facun-Granadozo, Ruth. "Fostering Language (and Literacy) Development Among Infants and Toddlers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4339.

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33

Sharp, L. Kathryn. "Literacy: Connections to Content, Concepts, and Thinking Processes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4255.

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34

Williams, Christina A. "Parents' Impact on Their Young Children's Literacy Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1033.

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Many children enter formal schooling with a propensity toward literacy success while others lack foundational skills that adequately support literacy achievement. Researchers acknowledge if certain skills are not present upon entrance into formal schooling, literacy success can be affected. The purpose of this qualitative case study was to examine first-grade students' home literacy experiences prior to receiving formal reading instruction in a one suburban public school. Bruner's theory of scaffolding, which suggests that parents and teachers support children in the learning process, and Vygo

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35

Altiparmak, Sevil. "Parental Perceptions On Emerent Literacy In Early Childhood Years." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612271/index.pdf.

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The aim of the study is to investigate parents&rsquo<br>perceptions on emergent literacy. More specifically, the present study examined the perceptions of parents on emergent literacy and the frequency rates of the home literacy activities that parent engage in spending with their children at home to encourage emergent literacy through a questionnaire, which was developed by Nebrig (2007). Translation and reliability checks and a pilot study were implemented before the actual study was conducted. Parents were asked to complete the &ldquo<br>Home Literacy Activities&rdquo<br>questionnaire which

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36

Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.

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37

Gust, Korrine M. "The effects of professional development for early childhood educators on emergent literacy." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336621.

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This research study had two primary purposes. The first purpose was to evaluate the effectiveness of professional development training sessions with early childhood educators by measuring the emergent literacy skills of their students. The second purpose was to begin to establish concurrent validity for a fairly new skills-based instrument with an established norm-referenced instrument.A pretest-posttest design to assess the children's emergent literacy skills was utilized. After the pretest was conducted with the subjects, ages 3-5 years old, their teachers from the experimental group attende

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38

Miller, Kimberly Keller. "Play and literacy learning in one urban early childhood classroom." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190063031.

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39

Lindemer, Candace L. "The Development of a Rating Scale to Measure the Quality of Preschool Literacy Environments-A Valdity Study." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144085177.

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40

Gonzalez-Castillo, Irene. "Recognition and response| Early literacy in an inclusion-based preschool program." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645916.

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<p> The purpose of this case study was to investigate and describe Recognition & Response (R & R) practices, a model of early literacy Response to Intervention, utilized by multidisciplinary staff teams in a purposively selected, inclusion-based preschool program in Southern California. Investigated R & R practices included: (a) recognition of student needs through assessment, (b) collaborative problem-solving as a process to plan and evaluate next steps for students, and (c) response through a multi-tiered instructional approach. </p><p> The researcher utilized a qualitative ca

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41

Sharp, L. Kathryn, and M. White. "Literacy Workstations: Making Them Work in Your Classroom! (It IS Possible!)." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4280.

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42

Everett, Tammy Ewing. "Multiliteracies in early childhood education the modes and media of communication by first grade students /." Diss., Thesis supplements, 2006. http://ir.uiowa.edu/etd/91.

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43

Stead, Jennifer. "Emergent literacy and agency among disadvantaged parents and caregivers." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2659.

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.<br>A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years. Using a GTM process the researcher identif

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44

Facun-Granadozo, Ruth. "The Heart of the Matter: Facilitating the Magic of Literacy Among English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5963.

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45

Owocki, Gretchen Marie. "Teacher facilitation of play and emergent literacy in preschool." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187300.

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This multiple-case study describes the literacy events that occurred during play in three holistic preschool classrooms over a four-month period. The data includes field notes from observations and from discourse with participants, audiotape transcriptions, interviews, and writing samples. Analytic induction was used for the analysis. Within play, literacy was used as: a support for play themes, a frame for play themes, and as an extraneous aspect of play. Literacy events involved transactions with print, as well as social transactions. Social transactions within literacy events were analyzed

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46

Swan, Deanne W. "Emerging Paths to Literacy: Modeling Individual and Environmental Contributions to Growth in Children's Emergent Literacy Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/40.

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What is the developmental trajectory of the skills that underlie emergent literacy during the preschool years? Are there individual characteristics which predict whether a child will be at-risk for difficulties in acquiring literacy skills? Does a child’s experience in a high-quality early care and education environment enhance the development of his or her emergent literacy? The present study is an investigation of the individual and environmental factors relevant to children’s emergent literacy skills as they unfold in time. Using a combination of principal components analysis, growth model

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47

Schneider, Grace Rose. "Books or Bytes: Media Format and Literacy Education." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1113878337.

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48

Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between pres

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49

Dynia, Jaclyn M. "The Literacy Environment of Early Childhood Special Education Classrooms: Predictors of Print Knowledge." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354729369.

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50

Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

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