Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school in the North Texas area. Demographic data and checklists were used to describe progress in expressive language and the key vocabulary approach to beginning literacy as adapted by Trietsch and Monk. Data from the interviews with the classroom teachers of the subjects and anecdotal records were used to describe the interaction of the subjects with other English-speaking children and adults. Comparisons were made between progress in writing the key vocabulary and progress in expressive language and between progress in writing the key vocabulary and the progress of interaction with other English-speaking children and adults. The subjects progressed in literacy in English as a second language while learning English as a second language.
Twenty-four teachers completed questionnaires and demographic data forms to describe the types of books they chose most often, where they got them, how they selected them, and how important they felt it was to expose children to good literature. A criteria sheet was used to describe the types and currency of books in each center. The teachers used a variety of sources to select and obtain books. Most teachers knew how literature aids some aspect of development. Every type of book was represented in all collections, but poetry and wordless picture books were least represented.
The developmental appropriateness of the English language arts essential elements for kindergarten children in the State of Texas was evaluated by surveying the opinions of thirty-six kindergarten teachers in one school district. A questionnaire was developed using the essential elements so that respondents could record a yes or no opinion and supply additional comments on each essential element. Ninety-seven percent of the teachers responded. The results indicated rates of agreement for developmental appropriateness by the teachers surveyed to be 100% for language, 95% for listening, 94% for speaking and reading and 81% for writing.
This dialog allows you to filter your current search.
Each of the Years listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Department listed note their name and the number of records that will be limited down to if you choose that option.