scholarly journals Assessment of preschool teachers’ beliefs and practice as an emergent literacy development factor

2021 ◽  
pp. 199-205
Author(s):  
Dinara R. Muminova
Keyword(s):  
Emergent Literacy ◽  
Literacy Development ◽  
Preschool Teachers ◽  
Development Factor ◽  
Teachers Beliefs ◽  
Beliefs And Practice

scholarly journals Swedish Preschool Teachers Perspectives on Multilingual Children’s Emergent Literacy Development

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Martina Norling ◽  
Gunilla Sandberg
Keyword(s):  
Focus Group ◽  
Everyday Life ◽  
Emergent Literacy ◽  
Literacy Development ◽  
Preschool Teachers ◽  
Focus Group Interviews ◽  
Action Research Project ◽  
Research Project ◽  
Group Interviews ◽  
Teachers Perspectives

<p><em>This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.</em><em></em></p><em>This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.</em>

scholarly journals Emergent literacy: Preschool teachers’ beliefs and practices

2013 ◽  
Vol 14 (1) ◽  
pp. 28-52 ◽  
Author(s):  
Jenny Miglis Sandvik ◽  
Victor HP van Daal ◽  
Herman J Adèr
Keyword(s):  
Emergent Literacy ◽  
Preschool Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs

scholarly journals A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice

2003 ◽  
Vol 35 (3) ◽  
pp. 819-848 ◽  
Author(s):  
Mary Jo Fresch
Keyword(s):  
National Survey ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Traditional Model ◽  
Spelling Instruction ◽  
Individual Instruction ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Level Of Agreement

Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.

scholarly journals Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats

2007 ◽  
Vol 54 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Ingrid Willenberg
Keyword(s):  
Emergent Literacy ◽  
South African ◽  
Literacy Development ◽  
Assessment Tool ◽  
Developed Countries ◽  
The United States ◽  
Literacy Skills ◽  
Assessment Protocol ◽  
Emergent Literacy Skills ◽  
Children's Literacy

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

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