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Beyond Skill Instruction: Promoting Literacy Acquisition in Kindergarten
Article Number: SIS156874AI201222
20th December, 2022
Author(s):
Kerry P Laster, Evan T Ortlieb, Earl H Cheek
Abstract:
It is well-known that kindergarten teachers provide diverse opportunities for early literacy
development; however, there are many aspects to literacy instruction at the kindergarten level
that have not been thoroughly researched (Harris, Loyo, Holahan, Suzuki, & Gottlieb, 2007).
Moreover, a diminutive amount of evidence exists about the role of contextual variables
related to the classroom teacher (Richman & Colombo, 2007). As a result, an in-depth
investigation was designed to study one successful kindergarten teacher, her behaviors, and
her effect on students as they developed early literacy skills.
By describing one highly regarded kindergarten teacher, this research investigation supplies
valuable insight into classroom teaching with implications for schools seeking improvement
in their development of early literacy skills for kindergarteners. Through examining each
aspect of this teacher’s behavior, instructional practices, and her classroom environment,
pertinent information regarding promoting early literacy acquisition can be revealed.