Thesis (Ed.D)--Liberty University School of Education, 2010. / Includes bibliographical references.

The purpose of this study was to examine the pre and post scores of literacy surveys to determine if there is a differential improvement in the literacy achievement of kindergarten students who attend one of three kindergarten programs: full-day, alternate-day, and half-day. The sample of this study consisted of 1530 kindergarten students enrolled in a centralized kindergarten program during the 2000-2001 and the 2001-2002 school years. Only the scores of the 1530 students who had both pre and post scores were included in the study. The hypothesis was studied at the .05 level of significance.The scores of 1530 students were studied at the pre and post level in two literacy skill areas, letter identification and concepts about print. The findings of the study were:1. There was a significant difference in the increase in student achievement of letter identification between alternate-day and half-day programs, with students in half-day making more gains.2. There was no significant difference in the increase in student achievement of letter identification between alternate-day and full-day programs.3. There was a significant difference in the increase in student achievement of concepts about print (CAP) between alternate-day and full-day, with students in full-day making more gains.4. There was no significant difference in the increase in student achievement of concepts about print between alternate-day and half-day programs.Overall, the findings indicate that students in the alternate-day program achieved the lowest gains in Letter Identification and concepts about print of the three kindergarten programs. / Department of Elementary Education

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [100]-105).

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: Jeannette E. Fleischner. Dissertation Committee: Linda Hickson Bilsky. Bibliography: leaves 141-157.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ed.D.) -- Central Connecticut State University, 2005. / Thesis advisor: Penelope Lisi "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaf 75). Also available via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 149-157).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 55-58).

It is now well known that linguistically interactive experiences with stories during the preschool years develop the child's knowledge about written language, along with abilities to construct meaning from literary forms of language. Storytime as a literacy activity in school is just beginning to be explored. It appears that there are ways of eliciting and interpreting children's implicit responses to stories which positively affect their thinking, understanding, and sensitivity about literature. In turn, these responses strengthen the foundation of the kind of critical reading abilities necessary for the continuation of literacy development. The purpose of this study was to investigate whether a teacher reading selected books and practicing specific teacher interaction behaviors during group storytime would increase the critical responses about literature from a group of children. A pretest-posttest nonequivalent group design was used. Subjects were two intact groups of upper middle class kindergarten children who attended either morning or afternoon sessions in the same school with the same teacher. The researcher read the treatment group ten different stories, one per day, over the period of ten days. During this time, the researcher practiced specific teacher interaction behaviors with the group. For the same period of time, the researcher read random books to the nontreatment group and did not practice specific teacher interaction behaviors. The comments and questions arising from three pretest storytimes and three posttest storytimes for each group were coded according to an author-adapted matrix instrument composed of ten literary elements and four levels of knowledge. The children in the treatment group gave significantly more critical responses than the children in the nontreatment group. Qualitative observations during the study indicated the need to develop means of identifying and evaluating behaviors of both teachers and children related to literature and literacy learning. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 183-194). Also available for download via the World Wide Web; free to University of Oregon users.