Relevant bibliographies by topics / Reading (Kindergarten) English language Kindergarten teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading (Kindergarten) English language Kindergarten teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Grossen, Bonnie, Nithi Muthukrishna, and Jaqueline T. Naidoo. "A comparison of the effects of text-based instruction versus standards-based instruction in the early years." South African Journal of Childhood Education 6, no. 2 (2016): 12. http://dx.doi.org/10.4102/sajce.v6i2.459.

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The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development
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Cushman, Ellen. "DIMENSIONS OF LITERACY: A CONCEPTUAL BASE FOR TEACHING READING AND WRITING IN SCHOOL SETTINGS. Stephen Kucer. Mahwah, NJ: Erlbaum, 2001. Pp. x + 304. $59.95 cloth, $29.95 paper. NEGOTIATING CRITICAL LITERACIES IN CLASSROOMS. Barbara Comber and Anne Simpson (Eds.). Mahwah, NJ: Erlbaum, 2001. Pp. xxii + 290. $79.95 cloth, $29.95 paper." Studies in Second Language Acquisition 25, no. 3 (2003): 451–53. http://dx.doi.org/10.1017/s0272263103230187.

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Preservice kindergarten through university teachers will benefit from these books' overview of the field and their carefully weighed claims about what counts as literacy practices in language arts and English classrooms. Though geared more toward a general audience of literacy teachers, the books do have sections and chapters that would appeal to preservice second language teachers. The straightforward writing in both books will be easily accessible to students for whom this may be the first encounter with literacy and classroom research. Taking different tacks on literacy research, the books
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Widyahening, Evy Tri, and Imroatul Ma’fiah. "Penggunaan Media Word Webs Dalam Pembelajaran Kosa Kata Bahasa Inggris Di Sdnn 01 Suruh Tasikmadu Karanganyar." Adi Widya : Jurnal Pengabdian Masyarakat 3, no. 2 (2019): 50. http://dx.doi.org/10.33061/awpm.v3i2.3357.

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English learning for children called English for Young Learners (TEYL) is developing in various parts of the world, especially in developing countries including Indonesia. This policy began in Indonesia since the enactment of the 1994 Curriculum, and its implementation continues to be increasingly necessary. This is related to the government's efforts to prepare reliable and quality students, who will be able to compete at the national and international levels. English has become a very important language in the international community. Therefore, everyone is expected to be able to learn, mast
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Nawi, Ramlah A., Burhanuddin Yasin, and Ibrahim C. R. Champion. "Impromptu: great impromptu speaking is never just impromptu." Studies in English Language and Education 2, no. 2 (2015): 146. http://dx.doi.org/10.24815/siele.v2i2.2697.

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Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is
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Rice, Mabel L., Pamela A. Hadley, and Amy L. Alexander. "Social biases toward children with speech and language impairments: A correlative causal model of language limitations." Applied Psycholinguistics 14, no. 4 (1993): 445–71. http://dx.doi.org/10.1017/s0142716400010699.

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ABSTRACTThis study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social m
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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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 This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivar
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Kurniawan, Mozes. "Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 1–14. http://dx.doi.org/10.21009/jpud.141.01.

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 This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge.
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Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 156–68. http://dx.doi.org/10.21009/141.11.

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 Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this s
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Arifin, Win Listyaningrum. "ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)." Englisia Journal 4, no. 1 (2017): 27. http://dx.doi.org/10.22373/ej.v4i1.1246.

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Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the
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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Fu
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Dissertations / Theses on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Whalen, Angela J. "The effect of direct teacher involvement in formative evaluation of student progress on student attainment of critical early literacy outcomes /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045099.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 95-98). Also available for download via the World Wide Web; free to University of Oregon users.
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Rodriguez, Isela S. "The Effects of Trained Teachers’ Integration of Dialogic Reading Discourse on Hispanic English Language Learners’ Literacy Skills in Kindergarten." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1009.

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This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing nam
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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.

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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare p
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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Orego
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Grant, Mary Lynnette. "Impact of the Kindergarten Teacher Reading Academy on the instructional practices of kindergarten teachers." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04132005-163535.

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Meaux, Deborah Lynn. "Transition from prekindergarten to kindergarten a comparison of prekindergarten and kindergarten teachers' expectations of early literacy skills /." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000028.

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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such a
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Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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Garcia, Ross Chaches. "Using interactive reading and writing activities to promote literacy in a kindergarten class." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2176.

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Sung, In Ja 1968. "A comparison of class activities led by teachers in English kindergarten : Korean children's attitudes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99395.

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This study explores the issues related to the comparison of native English teachers and Korean English teachers, in the context of children's English education in a private language institute, Smarty English Institute, in Seoul, Korea. Specifically by analyzing class activities led by native and Korean English teachers as well as a full bilingual English teacher, I investigate the strengths and weaknesses of class activities led by English teachers whose first languages are different. I challenge the wide-spread notion in Korea that native English speakers are inherently better English teacher
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Books on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Allsopp, Connie. Scholastic kindergarten teacher's guide for All kinds of families. Scholastic Canada, 1999.

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How teachers teach and children learn to read, write and spell: Pre-kindergarten through third grade : a step-by-step guide for parents, new teachers and home educators on how to prepare children for a lifetime of learning. Publishing Connections, 2003.

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Kindergarten ABC. 2nd ed. Scholastic, 2003.

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Barrett, Joan. Scholastic kindergarten program guide. Scholastic Canada, 1999.

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Blaess, Dale. Kindergarten phonics & ABCs. Workman Publishing, 2014.

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Harcourt, Lalie. Side by side, kindergarten/early emergent. Gage Learning, 2002.

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M, Dain Joy, ed. Comprehension strategies for your K-6 literacy classroom: Thinking before, during, and after reading. Corwin Press, 2007.

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Harvey, Daniels. A writing project: Training teachers of composition from kindergarten to college. Heineman Educational Books, 1985.

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Daniels, Harvey A. A writing project: Training teachers ofcomposition from kindergarten to college. Heineman Educational Books, 1985.

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Pam, Allyn, ed. The complete year in reading and writing.: Daily lessons, monthly units, yearlong calendar. Scholastic, 2008.

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Book chapters on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Johnston, Andrew. "English Language Development for Non-Native Pre-Service Teachers." In Facilitating In-Service Teacher Training for Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch009.

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This chapter is describing a plan for a mentor teacher assisting pre-service teachers during their practicum using English in an Emirati national school. The plan consists of 20 lessons that covers speaking, reading, listening, and writing to Kindergarten to primary school age students (3 – 12 years old). As an educator, the author is constantly looking for ways to enhance student's communicative abilities, especially non-native speakers of English. There is a constant need to provide scaffolding and learning situations to make sure pre-service education students feel comfortable using English language in a classroom setting. This chapter will give background information for people who want to do research into incorrect language usage and its effect on students in the classroom. It also describes an outline for a course to develop language proficiency and confidence to use communicative language in a classroom setting.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Beaupoil-Hourdel, Pauline. "Telling stories multimodally: what observations of parent-child shared book-reading activities can bring to L2 kindergarten teachers’ training." In Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.1105.

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In Chapter 6, Pauline Beaupoil-Hourdel presents multimodal and plurisemiotic analyses of storytelling activities in adult-child dyadic interactions at home in France and analyzes the extent to which this context can inform the professionalization of teachers in the 21st century. Findings show that spontaneous adult-child interactions during storytelling and shared book reading at home provide valuable insights for kindergarten and primary school teachers to teach an L2, as well as new multimodal perspectives on fostering linguistic, narrative, and communication skills in young children at school.
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Thomas, Ursula. "The Effect of New Environments on Children’s Language Ability." In Cross-Cultural Considerations in the Education of Young Immigrant Learners. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch003.

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Change is the only constant. This is the mantra for immigrant children and those who serve them. Schools and communities are employing various approaches to addressing the needs of these children and their families. In many schools, there are several levels of English proficiency. Students who are in the initial level have the lowest level of English proficiency, while those at the terminal level have the highest level. State reading standards are unique for each of these levels. ELL classrooms are often challenging places to teach and learn because students in them come from an assortment of different backgrounds and have many different proficiency levels. Because of this, many learners need individualized or differentiated instruction. This chapter explores how an early intervention language specialist addresses the needs of immigrant learners at a Title I kindergarten class as recorded in an instructional journal.
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Thomas, Amy E. Kirkley, David R. Byrd, and DeeDee Mower. "Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch008.

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Spanish-English dual immersion (DI) programs can help bridge the academic achievement gap between Spanish-speaking English language learners (ELLs) and native English speakers. However, for DI programs to help ELLs, both teachers and parents/guardians need to be aware of their existence and long-term benefits. This case study examined under-enrollment in a Spanish-English DI strand program at a predominately Latinx neighborhood school with a sizable Spanish-speaking ELL population. The case study school faced challenges of transience, limited human and financial resources, and misinformation. Both parents and teachers reported a lack of information to make educational choices and recommendations. School employees built bridges between the school and parents by standardizing the introduction of DI at kindergarten parent-teacher conferences, improving the DI open house, and engaging the efforts of the school's bilingual secretary. Recommendations are provided for increasing parents' and teachers' access to accurate information regarding DI in accessible formats.
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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
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Conference papers on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists particip
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Reports on the topic "Reading (Kindergarten) English language Kindergarten teachers"

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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