• The Affective Factors that Influence a Child's Emergent Literacy Skills and Behaviors.

      Gawron, Taylor (State University of New York at Fredonia, 2018-08)
      Emergent literacy is a child's knowledge of reading and writing skills before they learn how to read and write words. This skill should be continued to be monitored through the transition from kindergarten to first grade. There are affective factors that affect a child's emergent literacy skill, self-efficacy, motivation, attitude and family factors. It is important for parents and guardians to be educated on what emergent literacy is and what they can do to support and enhance their child's skills and behaviors. As a result, a curriculum project was developed to present to a wide variety of school districts for parents to develop a better understanding of what emergent literacy is and what factors can influence their child's skill and behaviors. Also, this website will provide ideas and activities for parents to help to enhance their child's skill and support their learning.
    • Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

      Simon, Barbara (State University of New York at Fredonia, 2018-08)
      Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also faced with questions from parents about which types of program are best or they find themselves with students who have varying degrees of knowledge. The goal of this research was to examine the perceptions of parents and teachers when it comes to the pre-K programs and the literacy development that they see within their child from these various pre-K programs. The major questions driving this research are What are parents' perceptions of their child's Pre-K program? How do they feel the program affects their child's literacy development? What are teachers' perceptions of the various pre-K programs? How do they feel the different program options impact students' learning of literacy? The participants completed a survey and the data was analyzed quantitatively through Google Forms and qualitatively using descriptive coding and pattern coding (Saldana, 2016). The main findings from the data were that parents found the curriculum and various activities that the children do throughout the day to be important, parents of full day children saw more literacy growth within their child, all teachers regardless of the program that they taught believed that full day would be the most beneficial, and that all children from various programs showed literacy growth.