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Preschool Reading Readiness: A Case ...
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Taylor-Edwards, Diana.
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Preschool Reading Readiness: A Case Study of Parental Engagement Among Disadvantaged Children.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Preschool Reading Readiness: A Case Study of Parental Engagement Among Disadvantaged Children./
作者:
Taylor-Edwards, Diana.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
133 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:
Dissertation Abstracts International78-10A(E).
標題:
Early childhood education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269952
ISBN:
9781369771152
Preschool Reading Readiness: A Case Study of Parental Engagement Among Disadvantaged Children.
Taylor-Edwards, Diana.
Preschool Reading Readiness: A Case Study of Parental Engagement Among Disadvantaged Children.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 133 p.
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ed.D.)--Northcentral University, 2017.
The researcher sought to identify specific reading techniques and reading strategies parents of preschoolers implement in the home to support their children learning under Good Start, Grow Smart (GSGS) standards. Because the primary responsibility for educating children starts at home, improving parents' capacity for teaching the primary reading readiness skills has the potential for producing a positive academic effect on a children's reading readiness skills. Research has indicated Head Start programs have not been successful in closing the reading achievement gaps among minority and disadvantaged children. Consequently, in this era of accountability, the GSGS initiative of No Child Left Behind Act (NCLB) 2001 was created to focus on supporting parents in preparing preschool children for primary school. The primary responsibility for educating children starts at home; therefore, improving parents' capacity for teaching primary reading readiness skills has the potential for having a positive academic effect on a child's reading readiness skills. Little is known regarding the specific reading readiness teaching engagement activities of parents within the home. The research method of this study was a qualitative case study with data collected from 16 parents of preschool children enrolled in a Southern Illinois day care. Because parents are the first teachers affecting the success of their children, directly providing the parents with concrete reading activities may help increase the knowledge transferred from home to school. Specifically, the aim of this qualitative case study was to gain an understanding of parents' reading readiness practices in their own words to identifying as a mean in closing the reading academic achievement gaps.
ISBN: 9781369771152Subjects--Topical Terms:
518817
Early childhood education.
Preschool Reading Readiness: A Case Study of Parental Engagement Among Disadvantaged Children.
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The researcher sought to identify specific reading techniques and reading strategies parents of preschoolers implement in the home to support their children learning under Good Start, Grow Smart (GSGS) standards. Because the primary responsibility for educating children starts at home, improving parents' capacity for teaching the primary reading readiness skills has the potential for producing a positive academic effect on a children's reading readiness skills. Research has indicated Head Start programs have not been successful in closing the reading achievement gaps among minority and disadvantaged children. Consequently, in this era of accountability, the GSGS initiative of No Child Left Behind Act (NCLB) 2001 was created to focus on supporting parents in preparing preschool children for primary school. The primary responsibility for educating children starts at home; therefore, improving parents' capacity for teaching primary reading readiness skills has the potential for having a positive academic effect on a child's reading readiness skills. Little is known regarding the specific reading readiness teaching engagement activities of parents within the home. The research method of this study was a qualitative case study with data collected from 16 parents of preschool children enrolled in a Southern Illinois day care. Because parents are the first teachers affecting the success of their children, directly providing the parents with concrete reading activities may help increase the knowledge transferred from home to school. Specifically, the aim of this qualitative case study was to gain an understanding of parents' reading readiness practices in their own words to identifying as a mean in closing the reading academic achievement gaps.
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