The purpose of this study was to compare the frequency of print-focused strategies that preschool teachers implemented when reading to their class during story time. In particular, comparing the frequency across classrooms types and between book types. Eight preschools were studied, four of them for children at-risk and four for children not-at risk. The results indicate that there is no significant difference in the number of print-focused strategies based on classroom type. But teachers produced significantly more print-focused prompts when reading alphabet books compared to picture books.
Benckart, Elizabeth D., "A Comparison of the Frequency of Print Focused Strategies Implemented By Preschoolteachers During Story Time Reading Across Classroom Type and Book Type" (2013). Senior Independent Study Theses. Paper 1017.
Speech and Rhetorical Studies
Bachelor of Arts
Senior Independent Study Thesis
© Copyright 2013 Elizabeth D. Benckart