| Autor: |
Dolores Durkin |
| Rok vydání: |
1987 |
| Předmět: |
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| Zdroj: |
Early Childhood Research Quarterly. 2:275-300 |
| ISSN: |
0885-2006 |
| DOI: |
10.1016/0885-2006(87)90036-6 |
| Popis: |
This study of 42 kindergarten classes was designed to answer three questions: (a) What is done and for what amount of time to prepare kindergartners for reading and to teach reading itself? (b) What accounts for what is or is not done? (c) How do differences in children's abilities affect what is done? To help answer the last two questions, interviews were held with teachers and their principals. Teachers used 21.6% of the 233 classroom observation hours for reading and reading-related activities. Phonics instruction was most apparent because (a) what was taught came directly from workbooks supplemented with ditto-sheet exercises; and (b) subject matter in the workbooks was reflected on report cards and in first grade teachers' expectations for entering first graders. Whereas differences in kindergartners' abilities had little effects on content of instruction, interest in identifying differences was the reason cited for using Gesell-like developmental tests. Poor scores resulted in a year's delay in entering kindergarten or placement in a “special” developmental kingergarten. Neither teachers nor principals referred to the possibility that reliance on one method and whole-class instruction may have combined to make some kindergartners appear “unready.” Instead, interest was expressed in having transitional first grades to help kindergarten “failures.” |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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