Kindergarten teachers face a problem when choosing effective reading strategies from the research on teaching 5-year-olds how to read. The purpose of this quantitative exploratory study, with a pretest-posttest and comparison design, was to explore the success of a specific combination of reading strategies in order to improve early literacy. The participants included 32 students enrolled in 2 kindergarten classes (treatment group) and 16 students enrolled in the comparison group in South Carolina. The Developmental Reading Assessment (DRA) was used as a pretest and posttest to measure the participating students' reading level. Thirty-two students received instruction utilizing a combination of 9 reading strategies determined to be effective by the National Reading Panel and Sousa. The 9 strategies included: phonemic awareness, phonics, fluency, vocabulary, comprehension, drill and practice, high expectations for learning with applications from brain research, activating the student's prior knowledge, and utilizing parental support by keeping communication open through newsletters, meetings, and conferences. The comparison group received instruction utilizing phonics and phonemic awareness. Analyses were performed using an independent sample t-test using gain scores for the two research groups. Results indicated that the treatment group (M = 1.91) had a significantly ( t = 2.32, df = 46, pThe focus of systematic phonics instruction is on helping children acquire knowledge of the alphabetic system and its use to ... (1999) supported the NRP and Palmaffy (1997) as they confirmed that students need phonics-based instruction.
|Title||:||The Impact of the Relationship Between Early Literacy Levels and the Combination of the Nine Chosen Reading Strategies in Kindergarten Students|
|Author||:||Theresa Herd Cooper|
|Publisher||:||ProQuest - 2008|