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Abstract

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.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.