東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Elementary Educators' Perceptions of...

King, Sherry S.

FindBook

Google Book

Amazon

博客來

Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement./
作者:	King, Sherry S.
面頁冊數:	115 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708214
ISBN:	9781321832310

Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement.
King, Sherry S.

Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement. - 115 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--East Tennessee State University, 2015.

The purpose of this qualitative study was to investigate and examine specific kindergarten through third grade practices perceived as contributing to literacy achievement at 3 highachieving elementary schools within the Washington County Virginia Public School System. The study was completed through a process of open-ended interviews with participants comprising classroom teachers, reading specialists, and administrators. The findings from this study may assist practitioners by providing information relative to programs, resources and instructional strategies that are perceived as contributing to literacy achievement.

ISBN: 9781321832310Subjects--Topical Terms:

2122756
Reading instruction.

Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement.
LDR:02776nmm a2200301 4500 001 2074033
005 20160927021511.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321832310
035 $a (MiAaPQ)AAI3708214
035 $a AAI3708214
040 $a MiAaPQ $c MiAaPQ
100 1 $a King, Sherry S. $3 3189332
245 1 0 $a Elementary Educators' Perceptions of Practices that Contribute to Literacy Achievement.
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Pamela Scott.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2015.
520 $a The purpose of this qualitative study was to investigate and examine specific kindergarten through third grade practices perceived as contributing to literacy achievement at 3 highachieving elementary schools within the Washington County Virginia Public School System. The study was completed through a process of open-ended interviews with participants comprising classroom teachers, reading specialists, and administrators. The findings from this study may assist practitioners by providing information relative to programs, resources and instructional strategies that are perceived as contributing to literacy achievement.
520 $a The findings of this study suggested that the perceptions among classroom teachers, reading specialists, and administrators regarding literacy practices were parallel. In summation, the participants' perceptions included a balanced approach to literacy instruction with an emphasis on the following: phonics acquisition in kindergarten through second grade; a focus on explicit comprehension instruction beginning in third grade; development of vocabulary to increase background knowledge and comprehension; frequent opportunities for independent reading practice; targeted instruction in small-group and one-on-one settings; and the use of supplemental literacy and assessment resources.
520 $a Recommendations from this study included the consideration of providing balanced literacy instruction in kindergarten through third grade; an emphasis on phonics skills in kindergarten through second grade, and an emphasis on comprehension skills beginning in third grade; frequent and consistent guided and independent reading time within the classroom setting; an increased emphasis on vocabulary development; the provision of targeted small-group and oneon- one instruction; and the use of supplemental literacy and assessment resources.
590 $a School code: 0069.
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
690 $a 0535
690 $a 0279
710 2 $a East Tennessee State University. $b Educational Leadership. $3 3189333
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0069
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708214