TY - JOUR
T1 - Literacy Practices in Head Start and Early Childhood Special Education Classrooms
AU - Marvin, Christine
AU - Mirenda, Pat
PY - 1994/10
Y1 - 1994/10
N2 - A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) classrooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing and writing/., drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.
AB - A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) classrooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing and writing/., drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.
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U2 - 10.1207/s15566935eed0504_4
DO - 10.1207/s15566935eed0504_4
M3 - Article
AN - SCOPUS:0039162286
SN - 1040-9289
VL - 5
SP - 289
EP - 300
JO - Early Education and Development
JF - Early Education and Development
IS - 4
ER -