Tesis sobre el tema "Language arts (Early childhood) Listening Early childhood education"
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Bennett, James. "The relationship between receptive vocabulary and letter recognition". Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=38.
Texto completoWong, Siu Man. "An arts-based narrative approach to understanding curriculum and teacher development in a Hong Kong context an inquiry into a pre-service early childhood education course /". access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02758.
Texto completoCalnon, Ruth Hill. "Family involvement at home : increasing literacy achievement of diverse at-risk kindergarten students /". ProQuest subscription required:, 2005. http://proquest.umi.com/pqdlink?did=1176532791&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.
Texto completoIncludes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.
Williams, Cheri. "The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.
Texto completoStead, Jennifer. "Emergent literacy and agency among disadvantaged parents and caregivers". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2659.
Texto completoA qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years. Using a GTM process the researcher identifies seven common themes that emerge from analysis of data from interviews and focus groups that explore the subjects’ perceptions of conditions that had promoted their literacy. These themes suggest that the subjects’ competence in literacy was facilitated by non-cognitive conditions including personal aspirations; resilience; disciplinary regimes in the home; voice; a nurturing mentor; community resources and ability to exercise agency. The researcher concludes that these themes could be important in contributing towards an understanding that developing children’s agency during early childhood may be more significant to achieving effective levels of literacy than the current focus on attaining academic skills at standards that disadvantaged children have difficulty in achieving.
Slack-Hines, Patricia. "The relationship between receptive language skills and school readiness". Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=39.
Texto completoZurcher, Melinda A. "Instructing Preschool Writers| Interactive Writing and the Writing Workshop". Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.
Texto completoPreschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.
LaGamba, Elizabeth S. "An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool". Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819972.
Texto completoA large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior to age two, and continues to widen as children age. Because research has shown that early vocabulary knowledge supports present and later text comprehension, interventions for supporting preschoolers’ vocabulary development are being explored through research and in classrooms.
The present study sought to build upon prior research to explore the impact of two intervention conditions, rich instruction + more rich instruction (RI) and rich instruction + play (+P), on preschoolers’ knowledge of targeted Tier 2 vocabulary words selected from read-alouds of children’s literature. The study included 28 preschool students in two full-day, state-funded classrooms, mean age=4.32. A within-subjects design was used to allow all students to experience both conditions by randomly assigning target words to each condition.
Findings suggest that participation in both the rich instruction + more rich instruction (RI) and rich instruction +play (+P) conditions increased preschoolers’ learning of targeted Tier 2 vocabulary words. Furthermore, students demonstrated deeper word learning in the +P condition as compared to the RI condition. There is some evidence to suggest that preschoolers may have been more engaged in the classroom activities in the +P condition than when they were in the RI condition. Implications for choosing target words for preschool students are also discussed.
Huber, Linda K. "Children's language and sociodramatic play with multicultural materials". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063415.
Texto completoDepartment of Elementary Education
Williams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.
Texto completoPowell, Katherine L. "Basic Concepts in Early Education Programs for Children with Hearing Loss in Listening and Spoken Language Classrooms". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/938.
Texto completoShirdon, Naima. "The Effects of Repeated Reading and Dialogic Reading Interventions on the Listening Comprehension Performance Outcomes of At-Risk Preschoolers". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1552680404605985.
Texto completoJackson, Sarah E. "Becoming Human Through Multicultural and Anthropomorphic Children's Literature: A Case Study of Dramatic Read-Alouds with Preschoolers". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597880934614368.
Texto completoChang, Shu-Ching. "ASSESSING INTERCULTURAL COMPETENCE AND EXPLORING PRACTICES OF MULTICULTURAL LITERATURE AMONG ELEMENTARY LANGUAGE ARTS TEACHERS". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1517080175951363.
Texto completoRazey, M. A. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /". View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.
Texto completoA thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.
Kostelnik, Joyce L. "How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade Classroom". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279338/.
Texto completoDaniels, Deidrè Ann. "Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?" Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98046.
Texto completoAFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het.
ENGLISH ABSTRACT: This research explored the influence of the implemention of an intervention program with regards to interactive writing as a strategy to improve writing behaviour and writing strategies of grade two learners. I specifically looked at interactive writing as a strategy to improve the writing abilities of learners. The purpose of the teaching of writing in the Foundation Phase is to develop learners into writers with the ability to articulate their thoughts and ideas in writing and to present it in the correct way by using legible writing styles, standard spelling and punctuation and the correct grammitical construction (Wood 1994:117). Recent research done by the Western Cape Education Department proved that only thirty six percent of grade three learners in the Western Cape can pass Language and Mathematics at a passrate of 50%. With the analyses of the results I found that the grade two learners struggled with writing. To address the problem and for this study I decided to focus on interactive writing to improve the writing abilities of grade two learners. McCarrier, Pinell & Fountas (2000:4) define interactive writing as a dynamic, integrated action where the learner is actively busy organizing a text through letters, words and phrases. Fountas & Pinnell (2006:440) describe interactive writing as an approach where younger learners work together with the educator to write the text. The educator is the fasilitator in the development of the text. The sample group consisted of six grade two learners who were exposed to the intervention program on interactive writing. The intervention program was divided into three parts, the pre-test, the support program and the post-test. The data-analysis showed that the average percentages the six learners obtained in the two tests improved by 20%. The study showed that the writing intervention had improved the writing abilities of the six learners through the use of interactive writing as a strategy.
Kim, MinJeong. "Early literacy learning of young children with hearing loss written narrative development /". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199258403.
Texto completoMaxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.
Texto completoDavis, Paula C. "Language Arts Achievement of Fourth Grade Students with Regard to Gender, Ethnicity, and Socioeconomic Status". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1135.
Texto completoIglesias, Chavely Lissette. "Investigating the Status of Early Numeracy Skills in Bilingual Dual Language Learner Latino Children Attending Head Start and the Association with Parent Demographic Characteristics". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4084.
Texto completoHuffstetter, Mary. "The effects of an internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers' perceptions of the program". Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2929.
Texto completoWilson, Jessica E. "Third Grade Students’ Perceptions of Reading Motivation and the Implementation of Informational Text with the English Language Arts Common Core State Standards". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426511595.
Texto completoToot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills". University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.
Texto completoBlum, Sheri Stein. "An Interpretative Phenomenological Analysis of Caregivers' Support for Their Preschool Children's Language and Social Skills Development". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1376.
Texto completoRamirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.
Texto completoGarcía, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.
Texto completoChampa, Martha Marie. "Awakening: The Lived Experience of Creativity as Told by Eight Young Creators". University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481017239325047.
Texto completoNeithardt, Leigh Anne Neithardt. "Narrative Progression and Characters with Disabilities in Children’s Picturebooks". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500310695900109.
Texto completoLindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING". UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.
Texto completoAlman, Lourdes Fraga. "The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4372/.
Texto completoBriney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions". Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Texto completoDeLaCova, Amy Mullis Ronald L. "Prompting parent involvement in preschool children's early literacy development". 2003. http://etd.lib.fsu.edu/theses/available/etd-09172003-173005.
Texto completoAdvisor: Ron Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Mar. 15, 2004). Includes bibliographical references.
Curran, Tricia M. Wetherby Amy M. Trautman Lisa Scott. "Investigating early relationships between language and emergent literacy in three and four year old children". 2004. http://etd.lib.fsu.edu/theses/available/etd-04112004-160842.
Texto completoAdvisors: Dr. Amy Wetherby, Dr. Lisa Scott-Trautman, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.
Matavire, Juniel Shoko Tanga. "Transitional literacy in Gauteng primary schools: two collective case studies of reading and writing experiences of grades 3 and 4 learners". Thesis, 2016. http://hdl.handle.net/10539/22618.
Texto completoThis study examines literacy experiences of grade 3 learners as they transition into grade 4 in two primary schools in Gauteng. In the first school IsiZulu and Sepedi are the languages of teaching and learning in the foundation phase and learners transitioned to English in grade 4, while English is the language of learning and teaching in the second school. The study poses four questions. The first explores whether reading and writing in the foundation phase adequately prepare learners for the academic and cognitive demands of the intermediate phase. The second and third questions investigate the strategies used by learners and teachers to negotiate the transition and how those strategies could be understood and explained in relation to the increasing academic and cognitive demands of the literacy curriculum. The fourth question examines the role of language as children transition into grade 4. The study draws on the ecological systems theory by Bronfenbrenner (2005) and adopts a socio-cultural orientation to literacy, drawing on scholarship in New Literacy Studies (Street, 2007). The research design was a collective case study in the qualitative paradigm. Classroom observation, interviews and document analyses gathered over 9 months comprise the data. Two grade 3 classes were observed for three months in each school before ten focus learners were identified and these children were followed into grade 4. One grade 4 class was studied in each school for six months. What emerges from the data is that, at a macrosystemic level, curriculum change is a major factor in what happens to learners as they move across grades. The time of this study coincides with a curriculum transition from the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy Statement (CAPS) of 2011 and 2012. When curriculum transition was not clear to teachers, and they did not buy into it, the effect on the mesosystem was confusion, anxiety and frustration on both teachers and learners that resulted in negative attitudes and poor delivery. The choices of language of learning and teaching schools make for the literacy instruction of their learners an important factor in transition. Language alone is a huge demand and resource factor (Bronfenbrenner, 2005) in learner literacy learning. In both schools the majority of learners accessed literacy through languages that were different from their home languages. This compromised learners’ access to and conception of academic texts. There are complex physical, structural, psychological and academic transitions a learner must deal with at the mesosystemic level on reaching grade 4. Inadequate literacy skills impact negatively on learners’ academic and social transition from one phase to another in multiple ways. Psychologically, learners had a sense of fear of the next grade and when their fears were confirmed it made transition challenging when dealing with grade 4 work. Structurally, the organisation of teaching changed from one teacher to many teachers, and hence many subjects with different expectations on learners. Some teachers had inadequate pedagogical knowledge, did not communicate within and across grades, and had generally autonomous conceptions of literacy, resulting in learners’ literacy development being compromised. At the microsystemic (classroom) level learners were confronted by grade 4 academic and literacy demands that the foundation phase did not equip them for. Reading and writing practices changed in grade 4. Vocabulary, fluency and comprehension skills learners brought from grade 3 became inadequate for the demands of grade 4 work. Also absent in grade 4 was the environmental print and other supports learners had in grade 3. When learners’ complex, challenging situations were compounded by poor teaching, inconsistent literacy practices, lack of resources, large classes and timetabling issues some learners lost interest, accepted their fate and developed negative attitudes to schooling. Carelessness surfaced, written work was not prioritised and often not completed, while other learners sought support from the exosystem in the form of parents and siblings to hedge the challenges of transition. Consequent to this study there was a realisation among teachers in the two schools that they could do something about transition and literacy. An appetite for knowledge and revisiting of pedagogical practices was rekindled among some teachers. Transition and literacy became topical issues in both formal and informal teacher conversations. This raises questions about the coordination and smooth cooperation between systems which further research may tap into.
MT2017
Gokhale, Neelima. "Children's literacy development in the context of their preschool pedagogies in selected communities in India : a case study". 2009. http://arrow.unisa.edu.au:8081/1959.8/83070.
Texto completoThesis (PhD)--University of South Australia, 2009.
Benson, Katie A. "An investigation of the impact of small group direct vocabulary instruction on the vocabulary development of kindergarten children living in poverty". 2013. http://liblink.bsu.edu/uhtbin/catkey/1719993.
Texto completoDepartment of Elementary Education
Nel, Zenda. "Implementing a Western Classical music programme for teacher training through integrated arts in Early Childhood Development". Thesis, 2007. http://hdl.handle.net/2263/26878.
Texto completoThesis (DMus)--University of Pretoria, 2007.
Music
DMus
unrestricted
Green, Martha Robison. "Teaching the Writing Process through Digital Storytelling in Pre-service Education". Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9416.
Texto completoVan, der Westhuizen Leonie Magdalena. "Teachers' understanding and use of digital play for language acquisition in Grade R". Diss., 2019. http://hdl.handle.net/10500/26395.
Texto completoOnderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal.
Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)