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dc.contributor.advisorRobb, Susan
dc.contributor.authorDennis, Kaitlin
dc.date.accessioned2021-09-07T21:39:18Z
dc.date.available2021-09-07T21:39:18Z
dc.date.issued5/15/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4964
dc.description.abstractThis 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.
dc.subjectPre-K
dc.subjectEmergent Literacy
dc.subjectRead Alouds
dc.subjectReading
dc.subjectWriting
dc.titleUsing Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills
dc.typethesis
refterms.dateFOA2021-09-07T21:39:18Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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