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What is the Impact of Small Group Literacy Instruction on Kindergarten Students' Text...
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What is the Impact of Small Group Literacy Instruction on Kindergarten Students' Text Comprehension?
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Description
Identifier
Diss
9
Author
Gilmore, Gail A.
Title
What
is
the
Impact
of
Small
Group
Literacy
Instruction
on
Kindergarten
Students
'
Text
Comprehension
?
Publisher
Central Connecticut State University
Date
2005
Resource Type
Dissertation
Notes
The
purpose
of this
study
was to
identify
and
describe
the
effectiveness
of
small
group
literacy
instruction
on
kindergarten
students
'
text
comprehension
. A
comparison
study
of
half-day
kindergarten
programs
in an
urban
city
in
Educational
Reference
Group
(ERG)
H
did
provide
quantitative
data
,
utilizing
the
Developmental
Reading
Assessment
. The
small
group
literacy
instructional
model
in this
study
may
be a
promising
practice
for
use
in
other
similar
urban
priority
districts
for
enhancing
literacy
achievement
in
half-day
kindergarten
programs
.
Utilizing
a
model
entitled
Foundations
of
Literacy
Development
; this
small
group
literacy
model
developed
by
certified
teachers
provided
direct
literacy
instruction
for
children's
achievement
. This
model
provided
up
to
6
early
literacy
stations
with a
facilitator
for
each
station
daily
in the
kindergarten
classroom
. This
is
in
contrast
to the
traditional
single
teacher
kindergarten
model
that
provided
instruction
in a
1
to
20
teacher-student
ratio
.
Data
was
examined
for a
4-year
time
frame
.
Two
years
of
data
were
provided
without
small
group
instruction
. This
data
was
compared
to
2
years
of
data
with
small
group
intervention
. The
findings
of the
study
were
statistically
significant
(p<.05)
in
favor
of
small
group
literacy
instruction
affecting
students
'
text
comprehension
achievement
. This
study
clarified
the
importance
and
significance
of
using
a
small
group
collaborative
,
cost-effective
team
approach
for
learning
early
literacy
skills
in
kindergarten
.
Subject
Reading (Kindergarten)
Reading comprehension -- Study and teaching (Elementary)
Department
Department of Educational Leadership
Advisor
Lisi, Penelope
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
62382793
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