Graduate Research Papers

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Open Access Graduate Research Paper

Abstract

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

2001

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

Department

Division of Reading

First Advisor

Rebecca K. Edmiaston

Second Advisor

John Herring

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2001

Object Description

1 PDF file (51 leaves)

Language

en

File Format

application/pdf

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Education Commons

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