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

Disciplines

Curriculum and Instruction

Publication Date

2015

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2015 Kendra Shehy