Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Constructivism (Education); Language arts (Primary);
Abstract
Reading and writing achievement has been substantiated through the increased pressure on proficiency for both students and teachers as a result of the No Child Left Behind Act of 200l (United States Department of Education, 2004). Educators engage in practices that may increase literacy scores for young children; however, these same practices may have a detrimental effect on student engagement and motivation. This study examined the characteristics of instructional approaches that are developmentally appropriate and inappropriate for preschool, kindergarten, and first grade children as well as those that positively affect motivation and engagement. Research through a review of current literature about developmentally appropriate literacy practices provided information about specific educational approaches and strategies that lead to student achievement and motivation.
Year of Submission
2009
Degree Name
Master of Arts
Department
Department of Curriculum and Instruction
First Advisor
Jill M. Uhlenberg
Date Original
2009
Object Description
1 PDF file (v, 72 pages)
Copyright
©2009 Sara Pruss
Language
en
File Format
application/pdf
Recommended Citation
Pruss, Sara, "Constructivist practices that positively impact literacy development and motivation in young children" (2009). Graduate Research Papers. 1372.
https://scholarworks.uni.edu/grp/1372
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons
Comments
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