Parents’ Perceptions of Literacy and Its Impact on Student Learning
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AuthorSwitzer, Samantha M.
MetadataShow full item record
AbstractThe purpose of this qualitative research project is to investigate into the ways of how the involvement and engagement of parents who live in environments of low socioeconomic status may be reflected in the literacy learning and development of their preschool child. Numerous explorations have been conducted on this topic by different researchers; however the method of compiled data was sorted and gathered in a unique way. The researcher observed the preschool classroom on a daily basis for a six week span and was able to see the genuine behaviors and developments of the children. Many questions were researched and answered throughout this project. To what degrees are parents of low socioeconomic status are involved in the literacy learning and experiences of their children within the home? What types of literacy experiences are occurring in the home? How does parental involvement impact the literacy learning and development of the children during early childhood?
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Effective Literacy Based Software Programs in a 5th Grade EnvironmentShin, Dong-shin; Yu, Randall; The College at Brockport (2013-05-01)As technology has evolved in our society, the same can be said for elementary literacy instruction. Students today are growing up in a technologically advanced society which offers many different modes of interacting with literacy. With the development of new online software devices, there are many opportunities for students to grow and learn about literacy in interesting ways. Teachers are often competing against computer games for the attention of their own students. What many teachers fail to see is that they need to take advantage of our students’ engagement with computer software. While traditional methods such as guided reading, read-alouds, and practice sheets may still be important, they will not hold the attention of our student body for very long. Teachers need to incorporate the use of literacy software programs into their classrooms in order to increase motivation in student literacy learning. In turn, students should be more engaged in their own learning and will be learning valuable computer skills that will carry over into their adult life. The purpose of this study is to determine how literacy software programs that the teacher uses affect student’s motivation and achievement in literacy learning activities. In order to determine this, I conducted a 6 week research study in a 5th grade classroom at an elementary school in a small suburban school district. All findings in this study were directed to answer three focal questions about the effectiveness of literacy based software programs in an elementary classroom.
The Effects of a Balanced Literacy Program on Kindergartners’ WritingSmith, Arthur; Melia, Catherine Valente; The College at Brockport (2000-05-01)The purpose of this study was to examine how the implementation of a balanced literacy program affects the writing of kindergartners in comparison to the writing of kindergartners involved in a more traditional instructional program. This study involved 36 kindergartners from two classrooms in a suburban district in Western New York. The chosen classrooms were selected because of the differences in their early literacy practices. The kindergartners in this study were part of a full day program. The subjects came from diverse socioeconomic and ethnic backgrounds. A heterogeneous mix of ability levels was represented. The kindergartners were given a writing prompt to respond to in the month of May. The writing that was exhibited was used as a reflection of the overall skill level acquired by the students as a result of the different teaching practices implemented in the two participating classrooms. The data from these responses were evaluated by teachers using the Developmental Writing Continuum. A t-test was used to compare the results of the students' evaluations reported on in this study. Analysis of the data from the t-test shows that there was a statistically significant difference between the two approaches to teaching writing to kindergartners as studied in this report. The kindergartners involved in the balanced literacy framework classroom showed further developmental writing abilities than those kindergartners in the more traditional instructional program. The results presented in this study will hopefully encourage educators to reflect on the benefits of employing a balance literacy framework in early childhood classrooms.
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