The effects of specific Read-aloud strategies on the attainment of concepts about print in kindergarten children

dc.contributor.advisorStewart, Ida Santos
dc.contributor.committeeMemberAbrahamson, Richard F.
dc.contributor.committeeMemberMorrow, James R., Jr.
dc.creatorBrannen, Susan Stilwell
dc.date.accessioned2023-10-04T16:48:32Z
dc.date.available2023-10-04T16:48:32Z
dc.date.copyright1988-08
dc.date.issued1988
dc.description.abstractNumerous research studies have described children's awareness of the conventions of print and their understanding of the metalanguage of reading at the earliest stages of instruction. Reading instruction should direct children's attention to print concepts. The present study investigated teaching early reading concepts during read-aloud episodes. Three research questions were addressed by the present study. Do kindergarten children understand the metalanguage of reading? Do kindergarten children understand beginning reading concepts about print? Is read-aloud an effective teaching strategy for teaching beginning reading concepts? The research hypothesis was: Kindergarten children receiving instruction through read-aloud activities in addition to receiving instruction through commercial curriculum will possess a better understanding of early reading concepts than kindergarten children receiving instruction limited to commercial curriculum. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other20268607
dc.identifier.urihttps://hdl.handle.net/10657/15230
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectReading (Kindergarten)
dc.subjectReading readiness
dc.subjectOral reading
dc.titleThe effects of specific Read-aloud strategies on the attainment of concepts about print in kindergarten children
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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