Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.

The purpose of the study was to investigate the construct validity of the Total Individual Progress Level I Pre-kindergarten Screen (TIP) for males and females. Exploratory factor analysis of the items was used to determine the underlying dimensions of TIP.The subjects were 799 students from a rural and suburban school district adjacent to a larger city in east-central Indiana who were screened prior to kindergarten entrance during the years 1977 to 1984. The sample was split to allow for cross-validation of the exploratory factor analysis results.The covariance structures of males and females were judged to be similar. Therefore, a principal components analysis using SPSS-X (Nie, 1983) was used to determine the optional number of factors to retain for males and females together in two separate samples. Judgements regarding the number of factors to retain was based on the scree plot and eigenvalue greater than one criteria (Reynolds & Paget, 1981). Both orthogonal and oblique rotations were exploredfor 3-, 4-, 5-, and 6-factor solutions using principal axis factoring with iterations.The four-factor varimax solutions for Sample 1 and Sample 2 were found to provide the best solution of TIP. The same four constructs were found in both samples and were extracted in the same order, indicating reliability of this factor solution of TIP. The factors were named, in order, Language, Visual, Gross Motor, and Speech Mechanics.The results obtained in the two samples were compared in regard to Rummel's (1970) considerations. Similarities were found in number of retained factors, configuration of the variables, complexity of the solution, variance accounted for by the factors, and communalities. In addition, results of Tucker's congruence coefficient and Cattell's salient variable similarity index indicated factorial similarity for all four factors across both samples.The four derived factors did not completely resemble the four pre-established subscales of TIP.The Concepts subscale did not emerge as a separate construct and the Hearing and communication subscale was broken into two different factors. Fewer items comprised the four-factor varimax solution. Only two of the extracted factors, Gross Motor and Visual, resembled the pre-established subscales of Motor and Vision and Visual, respectively.

This thesis is a report of a longitudinal study which explores the impact of the English National Curriculum (1990) on the work of teachers at Key Stage 2. It is based on teachers' experiences viewed in relation to a theoretical template of questions. The questions - refined during a process of iteration throughout the research - provided a conceptual framework which kept it focused and manageable. Data - obtained from interviews, document study and observation - derived from five cases were subjected to qualitative analysis which involved progressive reflection, the use of matrices to sort and sift and the identification of similar phrases, patterns, themes and differences, both between and across the range of participants, and across the various cases. Key patterns and differences emerged which were then cross matched with each subsequent case in a process of refocusing and refinement. Preliminary findings were discussed with recognised experts chosen for their connection with English teaching at Key Stage 2 or for their role in developing the statutory Order. Several issues emerged prompting questions about teachers' experience of: • subject knowledge across all four language modes of English; • the complexities involved in teaching pupils to read; • process approaches to teaching writing; • the part that metatextual and metalinguistic understanding plays in learning; • teaching techniques which support the teaching of speaking and listening; • the relationship between standard English and language variation; which were viewed within the context of the National Literacy Strategy (March, 1998) in order to reach conclusions and frame recommendations for theory, practice and policy. In summary, these relate to teachers' ability to deal with the complexities involved in English teaching, particularly with regard to raising standards in literacy and the role that speaking and listening plays in this, and the implications which this has for Initial Teacher Training and for Continuing Professional Development.

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This research is an exploratory study and concerns the effectiveness of specific design features in talking book software. Children need to acquire a variety of skills and strategies to become competent readers and these are commonly taught together in the context of meaningful text. Talking book software, replicating real books with additional features such as sound, has the potential to complement this approach. Common features of such software include word pronunciations, hearing sentences read aloud and page turning facilities. These features could facilitate the scaffolding of reading development. The strengths and weaknesses of commercial software were identified through a pilot study. A survey of practitioners was also conducted to investigate how such software is being used in the classroom and whether talking hooks could be improved. The outcomes of these studies together with a review of the literature were used to inform an innovative design that was implemented. In addition to common features, the implementation also included sub-syllabic word pronunciations, hints to encourage independent word identification and activities to reinforce specific reading skills. Two versions of the software were compared using a combination of qualitative and quantitative methodologies including word recognition measures, interviews, observations and case studies. One software version incorporated commonly available features only and the other was a full implementation of the innovative design. Each version of the software was used daily for a period of four weeks by 16 children, aged 6 to 7 years, in the naturalistic environment of their classrooms. The findings of the study were complex due to variations in learner preferences and reading abilities. Nevertheless, it seems that electronic books can complement teaching approaches in infant classrooms and can positively affect both cognitive and affective learning outcomes. It is evident that children of lower reading ability can benefit from common features alone, such as word pronunciations. Those children using the enhanced software who had already acquired a limited sight vocabulary may benefit from additional features such as reinforcement activities. However, these features were not perceived as being fun by the children in this study. Rather, they were seen as educational tasks. The children who had made the greatest progress in reading development prior to the study made more use of the complex features such as hints to assist them in the decoding of unknown words. This study provided evidence to support the theories of scaffolding and the benefits that can be achieved by aiding learners in the zone of proximal development.

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It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for many Aboriginal students. Of particular concern is the area of print literacy, as achievement in this area has been linked to academic success. This is an area where Aboriginal students in British Columbia score well below their non-Aboriginal counterparts on tests such as the Foundation Skills Assessment. By reviewing traditional Aboriginal ways of transmitting knowledge, it is possible to understand the reason why contemporary Euro-Canadian teaching practices may be inappropriate for Aboriginal students. Drawing on Delpit’s ‘codes of power’ and educational interpretations of Bakhtin’s literary theory, I explore the notion that it is possible for Aboriginal students to be academically successful within the Euro-Canadian system while retaining their traditional Aboriginal identity and ways of knowing. Findings from this exploratory case study, which occurred at a secondary school in a remote Aboriginal community in northern British Columbia, are shared. Interviews with six Aboriginal adolescent students and three non-Aboriginal teachers, as well as personal reflections are also considered. By reexamining the assumptions and beliefs about contemporary Euro-Canadian teaching practices and seeking to learn more about traditional Aboriginal teaching practices, it is anticipated that educators can integrate the strengths of both approaches into their teaching. It is believed that this will enhance success for Aboriginal students in both Aboriginal and Euro-Canadian contexts.