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Preschool Teachers' Views of Literacy Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Preschool Teachers' Views of Literacy Instruction./
Author:	Kimmy, Michelle.
Description:	1 online resource (112 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9780355409123

Preschool Teachers' Views of Literacy Instruction.
Kimmy, Michelle.

Preschool Teachers' Views of Literacy Instruction. - 1 online resource (112 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Walden University, 2017.

Includes bibliographical references

Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355409123Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Preschool Teachers' Views of Literacy Instruction.
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245 1 0 $a Preschool Teachers' Views of Literacy Instruction.
264 0 $c 2017
300 $a 1 online resource (112 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Kathryn Swetnam.
502 $a Thesis (Ed.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0518
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710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertation Abstracts International $g 79-04A(E).
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