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Using interactive reading and writing activities to promote literacy in a kindergarten class
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ross, Chaches Garcia |
| Copyright Year | 2003 |
| Abstract | This yearlong study focused on literacy teaching and learning in one kindergarten classroom at a school in the Riverside Unified School District. The 20 focal students in this study are Spanish speaking children enrolled in a SEI kindergarten class. The children were observed in their half-day kindergarten classroom throughout the 2001/2002 school-year. The teacher in this classroom conducted daily informal observations, collected students' written samples, whole class interactive written samples, as well as the district's mandatory trimester assessments in reading and writing, in order to determined students level of proficiency in literacy throughout the year and at the end of the school year. The purpose of this study was to describe how the teacher, as sociocultural mediator of instruction (Diaz and Flores 2002), can use whole group interactive reading and writing activities to promote literacy, reading and writing proficiency, in a Kindergarten bilingual class. The major goal was to describe students literacy development as well as the instruction they received throughout the school year. The results showed that using interactive reading and writing activities within the context of literature is |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3177&context=etd-project&httpsredir=1&referer= |
| Alternate Webpage(s) | https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3177&context=etd-project |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
