Beyond Skill Instruction: Promoting Literacy Acquisition in Kindergarten

Kerry P Laster, Evan T Ortlieb, Earl H Cheek


It is well-known that kindergarten teachers provide diverse opportunities for early literacy development; however, there are many aspects to literacy instruction at the kindergarten level that have not been thoroughly researched (Harris, Loyo, Holahan, Suzuki, & Gottlieb, 2007). Moreover, a diminutive amount of evidence exists about the role of contextual variables related to the classroom teacher (Richman & Colombo, 2007). As a result, an in-depth investigation was designed to study one successful kindergarten teacher, her behaviors, and her effect on students as they developed early literacy skills.

By describing one highly regarded kindergarten teacher, this research investigation supplies valuable insight into classroom teaching with implications for schools seeking improvement in their development of early literacy skills for kindergarteners. Through examining each aspect of this teacher’s behavior, instructional practices, and her classroom environment, pertinent information regarding promoting early literacy acquisition can be revealed.



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