Graduate Research Papers

Availablity

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

Comments

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Date Original

2009

Object Description

1 PDF file (v, 72 pages)

Language

EN

File Format

application/pdf

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