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Kindergarten Children and Their Concepts About Print: A Developmental Study Based on Bloom's Theory of School Learning

This study describes the developmental movement of kindergarten children from oral language toward written communication. The study describes and documents evidence of a sample of kindergarten children as they interact with print concepts in a kindergarten environment. The subjects were thirty kindergarten students randomly selected from three specific kindergartens identified as implementing the Key Vocabulary approach of Sylvia Ashton-Warner. The classrooms were public school kindergartens located in a suburban area of North Central Texas. From the findings several conclusions can be drawn. The learning of kindergarten children can be documented and a profile of that learning can be developed that will have possible future use in the learning career of the child. Kindergarten children may perceive the reading of a story to the group differently from the teacher. The perception of the process of writing by kindergarten children may be different from that of adults. There was evidence of children's writing in their movement from oral language toward print.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc331857
Date12 1900
CreatorsTrietsch, Patti Dixon
ContributorsSchmidt, Velma, Halstead, Francis E., 1930-, Tanner, Fred W., Griffin, Margaret M., Prater, Juanita
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 135 leaves : ill., Text
RightsPublic, Trietsch, Patti Dixon, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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