Open Access Graduate Research Paper
This instructional project planned and integrated literacy within physical knowledge activities for young children based on International Reading Association, National Research Council and National Association for the Education of Young Children guidelines. The project presented children with a variety of ramps and other physical knowledge activities. Children's engagement was preserved through digital pictures. The children utilized these pictures to individually construct stories orally and in script. Instruction for three dimensions of emergent literacy was provided: concepts about print, phonemic awareness, and reproduction of the child's correctly printed signature. As the project progressed, the activities and the stories grew in complexity. Three types of books were constructed; each book featured a unique literacy component. Examples of children's work and the insights they constructed about literacy knowledge are included as well as pre- and post-assessment results. This data was analyzed quantitatively and qualitatively. Child-adult contact time proved to be the most important variable affecting children's acquisition of these skills. Children's tasks appeared to be interesting and appropriate. The children engaged in the tasks purposefully and demonstrated increased knowledge of literacy skills.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Division of Reading
Rebecca K. Edmiaston
1 PDF file (51 leaves)
©2001 Patricia A. Wehr
Wehr, Patricia A., "An instructional project using physical knowledge activities as a catalyst to develop children's literacy skills in a constructivist preschool classroom" (2001). Graduate Research Papers. 1688.