Abstract

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.

Advisor

Furey, Joan

Department

Communication

Disciplines

Speech and Rhetorical Studies

Publication Date

2013

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2013 Elizabeth D. Benckart