This article describes a study conducted with kindergarten classrooms in a suburban elementary school with a relatively diverse population. The researchers were the building literacy specialist and a college instructor teaching a Foundations of Reading course for pre-service teachers on-site at the school. The traditional curriculum in these kindergarten classrooms was infused with developmentally appropriate reading and writing experiences that had a significant impact on children’s literacy achievement as well as teachers’ beliefs on what constitutes appropriate kindergarten literacy activities, instruction, and classroom resources.
Shea, Mary E. D. and Cole, Ardith D.
"Right from the Start: A Kindergarten Program that Helps Prevent Reading Failure,"
Journal of Inquiry and Action in Education:
3, Article 4.
Available at: http://digitalcommons.buffalostate.edu/jiae/vol5/iss3/4
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.