Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings     

Patricia F. Vadasy  Elizabeth A. Sanders 《Reading and writing》2008,21(9):929-963

The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction.  相似文献   

我国幼儿教师继续教育研究综述     

郭平 《江西教育学院学报》2011,32(5):38-40

学前教育是终身学习的开端,是国民教育体系的重要组成部分。近年来,我国对幼儿园教育的重视程度日趋加强,先后颁布了一系列的法律法规,其中,对幼儿师资的培养问题一直都是关注的焦点。笔者通过对近十年来有关幼儿教师的继续教育的历史文献研究发现,我国研究者主要是从幼儿教师继续教育现状,幼儿教师继续教育的方式及改进幼儿教师继续教育的对策这几个方面来分析的。  相似文献   

Playing with others: Head Start children's peer play and relations with kindergarten school competence     

Natalie D. Eggum-Wilkens  Richard A. Fabes  Sherri CastleLinlin Zhang  Laura D. HanishCarol Lynn Martin 《Early childhood research quarterly》2014

Time-sampled observations of Head Start preschoolers’ (N = 264; 51.5% boys; 76% Mexican American; M = 53.11 and SD = 6.15 months of age) peer play in the classroom were gathered during fall and spring semesters. One year later, kindergarten teachers rated these children's school competence. Latent growth models indicated that, on average, children's peer play was moderately frequent and increased over time during preschool. Children with higher initial levels or with higher slopes of peer play in Head Start had higher levels of kindergarten school competence. Results suggest that Head Start children's engagement with peers may foster development of skills that help their transition into formal schooling. These findings highlight the importance of peer play, and suggest that peer play in Head Start classrooms contributes to children's adaptation to the demands of formal schooling.  相似文献   

Preschool to kindergarten transition patterns for African American boys     

Iheoma U. Iruka  Nicole Gardner-Neblett  J.S. Matthews  Donna-Marie C. Winn 《Early childhood research quarterly》2014

This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents’ provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten.  相似文献   

书香幼儿园的环境管理实践研究     

周玫慧 《教育教学论坛》2020,(3):25-26

《3—6岁儿童学习和发展指南》中提出:“为幼儿提供良好的阅读环境和条件,鼓励幼儿自主阅读,并与他人讨论自己在阅读中的发现、体会和想法,在阅读中发展幼儿的想象力和创造力。”幼儿期是发展阅读能力的关键期,环境作为教育的第一要素,如何通过创设书香环境,让幼儿与阅读环境积极互动,从爱阅读到会阅读,这一直是书香幼儿园管理者努力思考和追求的。因此,我园以优化书香幼儿园的环境管理为目标,通过管理的“三化”策略,创设浓浓的书香氛围和宽松适宜的阅读大环境,引导幼儿与图画书积极互动。在丰富多彩的阅读活动和阅读拓展活动中引发幼儿对阅读的兴趣,感受阅读的快乐,提高自主阅读的能力。  相似文献   

The perceived significance of the supervisor,the assistant,and parents for career development of beginning kindergarten teachers     

Izhar Oplatka  Mervar Eizenberg 《Teaching and Teacher Education》2007

Whereas much research attention has been given to the induction stage of beginning schoolteachers worldwide, there is a limited knowledge base on the experiences of new kindergarten teachers at this stage, despite the different work tasks and contexts of both groups of teachers. Based on semi-structured interviews with 15 Israeli kindergarten teachers in early career stage, the purpose of the current study was to explore their career issues and experiences at this critical stage, and to identify personal and contextual determinants affecting these issues and experiences.  相似文献   

Kindergarten teachers develop phoneme awareness in low-income,inner-city classrooms     

B. A. Blachman  E. W. Ball  R. S. Black  D. M. Tangel 《Reading and writing》1994,6(1):1-18

Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed.  相似文献   

Teacher's aides in kindergarten: Effects on achievement for students with disabilities     

Michael A. Gottfried 《The Journal of educational research》2018,111(5):620-630

Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed.  相似文献   

Early development in written language: Children's emergent knowledge of genre-specific characteristics     

Liliana B. Zecker 《Reading and writing》1996,8(1):5-25

This investigation explored the emergent knowledge of genre-specific characteristics of twenty kindergartners and twenty first graders, who were invited to compose three types of genre stories, personal letters, and shopping lists at three different times during the school year. Both groups responded to the request to write different types of genre by applying a variety of writing forms. At both grade levels, stories and personal letters were associated with more conventional writing systems than the list. Shopping lists were more consistently associated with less-conventional writing systems within children's repertoires of writing forms. Genre characteristics are suspected to have determined, at least partially, those patterns of association. The children's readings of their own compositions provided substantial information about their developing knowledge of communicative function and form. It was the list and not the narrative that was the best-known genre among children in both groups. Intermediary compositional forms for the story and the personal letter were composed by children at both grade levels as the school year progressed. The findings highlight the flexible nature of young writers' emergent composing process and the importance of genre as an influential factor on that process. It also highlights the limitations of assessing the young authors' knowledge of written language solely on the basis of their written products. Results of the study also raise questions about the preconceived notion of the primacy of the narrative genre over other types of genre during the early years and the implicit notion guiding many writing curricula that graphic aspects of writing should precede compositional undertakings.  相似文献   

Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten     

《Learning and Instruction》2016

Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.  相似文献