Abstract
ABSTRACT
The purpose of this study was to explore the effectiveness of a pre-service teacher’s short-term focused intervention program designed to foster emergent literacy skills in preschool-aged children living in poverty. The researcher created an intervention program providing children attending Head Start Preschool with additional Emergent Literacy focused lessons. These lessons were composed of shared book reading, tactile alphabet activities and alphabet craft projects, during their normal classroom routine. The researcher assessed the children prior to intervention using the Test of Preschool Early Literacy (TOPEL), and after intervention to assess growth in emergent literacy skills. Results of the study found that the children did not exhibit growth in their emergent literacy skills but maintained the same level of emergent literacy skills after a winter break from school.
Advisor
Furey, Joan
Department
Communication Studies
Recommended Citation
Shehy, Kendra, "Mountains Stacked Against Them: An Investigation Into the Effectiveness of a Short-term Emergent Literacy Intervention for Children Attending Head Start in Rural West Virginia" (2015). Senior Independent Study Theses. Paper 6722.
https://openworks.wooster.edu/independentstudy/6722
Disciplines
Curriculum and Instruction
Keywords
emergent literacy, short-term intervention, preschoolers, Head Start, poverty
Publication Date
2015
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2015 Kendra Shehy