Zobrazeno 1 - 10
of 36
pro vyhledávání: '"Kendra M. Hall-Kenyon"'
Autor:
Kendra M. Hall-Kenyon, Leigh K. Smith, Lynnette B. Erickson, Melissa P. Mendenhall, Patricia Tingey, Heather Crossley, Janna Runolfson
Publikováno v:
Frontiers in Education, Vol 7 (2022)
BackgroundUniversity supervisors in teacher education assume a complex and demanding role, which is essential to the development of prospective teachers, but is often underappreciated or ignored.AimThis descriptive study was designed to explore forme
Externí odkaz:
https://doaj.org/article/1f9d624278764e1e80d5c8ffd151d141
Autor:
Elizabeth A. Cutrer-Párraga, Kendra M. Hall-Kenyon, Erica Ellsworth Miller, Morgan Christensen, Jessi Collins, Emily Reed, Tyler Beer
Publikováno v:
Teacher Development. 26:587-605
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9af26fe8c8d05f820ec2ee1cda87250f
https://doi.org/10.1080/13664530.2022.2105939
https://doi.org/10.1080/13664530.2022.2105939
Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills—and also a few pitfalls. The purpose of this chapter is to review 1) considerations for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ae31adec69522aa802524b45bd6b0198
https://doi.org/10.4018/978-1-7998-7271-9.ch034
https://doi.org/10.4018/978-1-7998-7271-9.ch034
Autor:
Kendra M. Hall-Kenyon, Kathryn Mackay
This chapter shares the experiences of two early childhood educators as they participated in an early childhood professional development model focused on overcoming the barriers that often impact the integration of technology in PreK-K classrooms. Th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6851d6756f9e8a31a95def3659a8ea8
https://doi.org/10.4018/978-1-7998-5089-2.ch002
https://doi.org/10.4018/978-1-7998-5089-2.ch002
Autor:
Kendra M. Hall-Kenyon, Michelle L. Klvacek, Eula Ewing Monroe, Brad Wilcox, Timothy G. Morrison
Publikováno v:
Early Childhood Education Journal. 47:227-237
Dyad reading is a modified version of the Neurological Impress Method in which a lead reader and an assisted reader sit side by side and read aloud a shared text in unison. This cooperative peer-assisted reading strategy has been shown to be effectiv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4175c668d753abd38b06f06c1d58a066
https://doi.org/10.1007/s10643-018-0919-5
https://doi.org/10.1007/s10643-018-0919-5
Autor:
Eula Ewing Monroe, Timothy G. Morrison, Kendra M. Hall-Kenyon, Michelle L. Klvacek, Brad Wilcox
Publikováno v:
Reading Psychology. 38:542-551
This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a7c16183b7e4cf5841e3f6a53332548
https://doi.org/10.1080/02702711.2017.1310159
https://doi.org/10.1080/02702711.2017.1310159
Publikováno v:
Journal of Research in Childhood Education. 30:494-512
This study examined teachers’ implementation of an early literacy intervention, Systematic and Engaging Early Literacy (SEEL), on kindergarten children’s development of early literacy skills. One hundred forty-nine kindergarten children (102 trea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3ae23716da044957183b12d3dd9e678b
https://doi.org/10.1080/02568543.2016.1216021
https://doi.org/10.1080/02568543.2016.1216021
Publikováno v:
Early Years. 37:326-337
Early childhood advocates agree that positive teacher–child relationships are critical to classroom quality. Much research has emphasized quantifiable teacher characteristics and child outcomes without fully capturing the complexity of these relati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9288671f3e4f108187cf53a434c1d52e
https://doi.org/10.1080/09575146.2016.1183190
https://doi.org/10.1080/09575146.2016.1183190
Publikováno v:
Bilingualism: Language and Cognition. 20:886-902
This study uses a discontinuous-linear regression methodological approach to test the Linguistic Threshold Hypothesis (LTH). Specifically, we investigate the following hypotheses: (1) the rate of transfer of literacy skills from L1 to L2 is a functio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fa06b5f2f2e82190abe8437620f11e1
https://doi.org/10.1017/s1366728916000626
https://doi.org/10.1017/s1366728916000626
Autor:
Kendra M. Hall-Kenyon, Barbara Culatta
Publikováno v:
Perspectives of the ASHA Special Interest Groups. 1:90-98
In recent years there has been an effort to increase the use of informational texts in early childhood settings (Pre-K-2), creating a growing need for effective strategies to teach the unique features of informational texts. This article will share p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::284cbfa4f69c18f92c1e58053e2865ba
https://doi.org/10.1044/persp1.sig1.90
https://doi.org/10.1044/persp1.sig1.90