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    Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills

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    Author
    Dennis, Kaitlin
    Keyword
    Pre-K
    Emergent Literacy
    Read Alouds
    Reading
    Writing
    Date Published
    2017-05-15
    
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    URI
    http://hdl.handle.net/20.500.12648/4964
    Abstract
    This research explores how read alouds may support a Pre-Kindergarten student’s emergent literacy skills. The purpose of this research is to see whether or not read alouds and teacher/student interactions can improve the emergent literacy skills of the child. Data were collected for this study over a period of 6 weeks using informal field notes, observations, video and audio recordings and student data from PALS assessment. Data were analyzed for how the student’s emergent literacy skills changed and how the student interacted with the read alouds.
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