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Dissertations / Theses on the topic 'Reading (Kindergarten) English language Kindergarten teachers'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Anderson, Susan R. (Susan Rogers). "The Developmental Appropriateness of the English Language Arts Essential Elements for Kindergarten." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500973/.

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The developmental appropriateness of the English language arts essential elements for kindergarten children in the State of Texas was evaluated by surveying the opinions of thirty-six kindergarten teachers in one school district. A questionnaire was developed using the essential elements so that respondents could record a yes or no opinion and supply additional comments on each essential element. Ninety-seven percent of the teachers responded. The results indicated rates of agreement for developmental appropriateness by the teachers surveyed to be 100% for language, 95% for listening, 94% for

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12

Putman, Lana L. "A study to examine the effects of emphasizing phoneme-grapheme correspondence and de-emphasizing letter names on early literacy skills in kindergarten children /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181122.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-137). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Curtis, Vicki L. "Teachers' Perceptions of Reading Achievement for Kindergarten-3 rd Grade Students of Low Socioeconomic Status." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1019.

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The three tiered reading model and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are two initiatives being used to identify struggling readers of low socioeconomic status. While there is abundant information with statistical reports from various researchers, there is little research available as to what educators implementing DIBELS in the school environment perceive about the instrument, what it measures and what it fails to take into account. It is important to examine all aspects and views of an initiative being widely used across the nation to close the reading achievement

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14

Yurick, Amanda L. "The effectiveness of an instructional assistant led supplemental early reading intervention with urban kindergarten students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154636538.

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15

Forst, Marie Bess. "Zoophonics keyboards: A venue for technology integration in kindergarten." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2560.

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The purpose of the project was to create a program of instruction that seamlessly meshed with my current emergent literacy curriculum, a popularly used phonics program entitled Zoo-phonics, which can easily be applied by other kindergarten teachers using the same phonics instruction program.

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16

Larson, Susan Hatlestad. "Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3651/.

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The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district

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17

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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18

Pegram, Mary E. "Teachers' Perceptions of Implementing Differentiated Instruction for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6944.

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Administrators and teachers are concerned that English Language Learners (ELLs) in an urban elementary school in a southern part of the United States are not meeting required state standards in reading. Teachers have indicated that they do not always know how to differentiate instruction for ELLs. The purpose of this qualitative case study was to investigate teachers' implementation of differentiated instruction for ELLs. This research study was guided by the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's theory of implementing differentiated instruction. The r

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19

Fife, Megan Melissa. "A Meaning-Based Instruction to Enhance Literacy Learning in a Dual-Language Kindergarten Classroom." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1192.pdf.

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20

Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.

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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Band

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21

Ross, Kelsey M. "The Effects of the Word Box Intervention Implemented as an iPad Application on the Letter-Sound Correspondence Knowledge of Learners of English as an Additional Language." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554414821482942.

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22

Miller, Judy A. "Implementing a literature-based program: Theory to classroom." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/440.

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23

Gregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.

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24

Haley, Maria Esperanza. "Integration of technology in the curriculum language arts: Spanish phonemic awareness." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.

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This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.

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25

Park, Seon-Young. "Korean parents', kindergarten teachers', and kindergarten students' perceptions of early English-language education." Thesis, 2012. http://hdl.handle.net/1828/4397.

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In Korea, English education in kindergartens has dramatically increased in the last 15 years. As a result, almost all Korean kindergarten students are learning English today. The present study aims to understand Korean parents’, kindergarten teachers’, and kindergarten students’ perceptions of early English-language education (EEE). This study is particularly significant because thus far little research has investigated the perceptions of EEE held by the young learners themselves. Ninety-five participants - 30 kindergarten teachers, 33 parents, and 32 five- and six-year old kindergarten studen

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26

DeCourcey, Catherine Maureen Sorrells Audrey McCray. "Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119510.

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27

Helps, Alwyn Florence Franken. "Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362520&T=F.

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28

DeCourcey, Catherine Maureen. "Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools." Thesis, 2003. http://hdl.handle.net/2152/537.

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