ERIC ED348660: Increasing the Authentic Reading Experiences of Kindergarten Students through a Teacher In-service Program.

122 Pages·1992·2.7 MB·English

by  ERIC

DOCUMENT RESUME
CS 011 013
ED 348 66U
AUTHOR
Kirby, Maxine R.
Increasing the Authentic Reading Experiences of
TITLE
Kindergarten Students through a Teacher In-service
Program.
PUB DATE
92
142p.; Ed.D. Practicum, Nova University.
NOTE
Dissertations/Theses - Practicum Papers (043)
PUB TYPE
MF01/PC06 Plus Postage.
EDRS PRICE
*Inservice Teacher Education; Kindergarten;
DESCRIPTORS
Kindergarten Children; Primary Education; *Reading
Instruction; *Reading Material Selection; Reading
Skills; Teacher Behavior; Teacher Improvement
*Emergent Literacy
IDENTIFIERS
ABSTRACT
A practicum was designed to assist 30 kindergarten
teachers in increasing the authentic reading experiences of
kindergarten students in their classrooms. The goal of the practicum
was two-fold: to provide the teachers with alternative instructional
strategies to drill and practice basic reading skills; and to provide
adequate, developmentally appropriate reading materials for the
students in the target teachers' classrooms. Survey results,
classroom observations, and a review of pertinent literature were
used to plan a 19-hour in-service program which was carried out over
the school year. Data gathering methods were a student interest and
attitude survey, questionnaires, checklists, professional literature,
and videotapes on reading strategies. An analysis of the data
revealed that the teachers used the knowledge that they gained to
select quality children's books and to increase the authentic reading
experiences of their students. At the same time, the teachers
decreased their use of drill and practice of isolated skills. Monthly
sharing sessions, professional literature, funds to purchase
children's trade books, classroom observations, and a guest lecturer
were rated by the teachers as beneficial aspects of the in-service.
(The school system's organizational chart, and eight tables and one
figure of data are included; 77 references, the primary classroom
literacy assessment inventory, forms for classroom use from the
inservice training, and literature recommendations for kindergarten
are attached.) (Author/RS)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Increasing the Authentic Reading Experiences
of Kindergarten Students Through
a Teacher In-service Program
by
Maxine R. Kirby
Cluster 28
A Practicum II Report presented to the Ed.D. Program
in Early and !Addle Childhood
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education
PI
P.EPRnl)11C...E. THIS
NOVA UNIVERSITY
U.S. DEPARTMENT OF
MATERIAL -'AS BEEN ciPANIEE) BY
EDUCATION
Othcs of Educe Hon& Rnottarch
and Improvement
EDUCATIONAL RESOURCES
INFORMATION
`11(lapeduks2__
1992
CENTER (ERIC)
tr This document
has been reproduced as
receded Horn the person Or
Organtzelion
onginahng 1
O Minor Changes have been Made
to improve
lePrOduCton dually
Tr) IHE EDUCAT'ONAl.
RESOURCES
Pomts 01 view or opinions staled
m this docu
'NI-:)FthAPIION CENTF.R
meat dO not necessanly represent othcmI
0E111 positron or policy
BEST COPY
PRACTICUM APPROVAL SHEET
This practicum took place as described.
Verifier:
r. Catherine C. Pickle
Title
Poura-
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Address
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This practicum report was submitted by Maxine R. Kirby under the
direction of the adviser listed below. It was submitted to the Ed.D Program in
of the
Early and Middle Childhood and approved in partial fulfillment
requirements for the degree of Doctor of Education at Nova University
Approved:
72.(l7 /s;
16747.2_
William W. Anderson, Ph.D., Adviser
Date of Final Approval of
Report
ACKNOWLEDGEMENTS
Thanks are extended to the 56 kindergarten teachers who completed the
Kindergarten Communication Arts Needs Assessment Survey.
In
addition, sincere appreciation is expressed to the 30 kindergarten
Likewise, gratitude is
teachers who participated in the practicum.
Edna Perry, Beverly Daniels, and Patricia
expressed to special friends:
Garrett, who proofread and edited the proposal and/or report.
Special
thanks are given to Linda Ward, Janet Denton, and Martha Webster for
Barbara Jones,
typing various parts of the practicum documents.
Ophelia Flowers, Catherine Pickle, and the writer's family are thanked
for their patience, encouragemeilt, and support.
a
00t
t2
TABLE OF CONTENTS
PAGE
TABLE OF CONTENTS
iv
LIST OF TABLES
vi
vii
LIST OF FIGURES
viii
ABSTRACT
CHAPTER
INTRODUCTION
1
I
Description of Work Setting and Community
1
Writer's Work Setting and Role
5
STUDY OF THE PROBLEM
9
II
9
Problem Description
9
Problem Documentation
16
Causative Analysis
18
Relationship of the Problem to the Literature
25
ANTICIPATED OUTCOMES AND EVALUATION INSTRUMENTS
III
25
Goals and Expectations
26
Behavioral Objectives
27
Measurement of Objectives
28
Description of Plans for Analyzing Results
30
SOLUTION STRATEGY
IV
30
Discussion and Evaluation of Possible Solutions
39
Description and Justification for Solution Selected
4u
Report of Action Taken
45
RESULTS, CONCLUSIONS, AND RECOMMENDATIONS
V
45
Results
66
Conclusions
67
Recommendations
68
Plans for Dissemination
70
REFERENCES
APPENDICES
PRIMARY CLASSROOM LITERACY ASSESSMENT INVENTORY
A
76
JOURNAL
84
B
OBSERVATION CHECKLIST OF STUDENTS'
C
86
LITERACY EXPERIENCES
88
TEACHER'S SHARING LOG
0
90
WEEKLY LOG
E
LITERATURE RECOMMENDATIONS
F
92
FOR KINDERGARTEN
v
LIST OF TABLES
Table
Page
SUMMARY OF NEEDS. ASSESSMENT
1
ACCORDING TO INSTRUCTIONAL RESOURCES
11
SUMMARY OF NEEDS ASSESSMENT
2
ACCORDING TO READING STRATEGIES
13
SUMMARY OF NEEDS ASSESSMENT
3
ACCORDING TO CLASSROOM MANAGEMENT
15
SUMMARY OF NEEDS ASSESSMENT
4
ACCORDING TO STUDENTS READING EXPERIENCES
47
SUMMARY OF THE NEEDS ASSESSMENT
5
ACCORDING TO THE AVAILABILITY OF
INSTRUCTIONAL RESOURCES
52
SUMMARY OF STUDENT READING
6
INTEREST AND ATTITUDE SURVEY
54
SUMMARY OF NEEDS ASSESSMENT
7
ACCORDING TO TIME ZED FOR DRILL
AND PRACTICE
59
SUMMARY OF OVERALL EFFECTIVENESS
8
OF PRACTICUM COMPONENTS
65
vi
LIST OF FIGURES
Page
Figure
3
SCHOOL SYSTEM'S ORGANIZATION CHART
1
50
STUDENTS' READING EXPERIENCES
2
vii
r.
i
ABSTRACT
Incrimsillg the Authentic Reading Experiences of Kindergarten Students
Kirby, Maxine R., 1992.
Through a Teacher In-service Program.
Practic:m Report, Nova University, Ed.D. Program in Early and Middle
Reading/Read Aloud/Literacy Development/
Descriptors:
Childhood.
Language Development/Early Childhood Education/Kindergarten/
Developmentally Appropriate Practice/National Association for the
Education of Young Children I Curriculum / Strategies / Teacher Training/ In-
service / Staff Development / School District / Urban / Inner City .
This practicum was designed to assist 30 kindergarten teachers in
increasing the authentic reading experiences of kindergarten students in
to provide
The goal of the practicum was two-fold:
their classrooms.
the teachers with alternative instructional strategies to drill and practice
of basic reading skills and to provide adequate, developmentally
appropriate reading materials for the students in the target teachers
classrooms.
A communication arts needs assessment survey was used to ascertain a
Fifty-six randomly selected
profile of the kindergarten program.
kindergarten teachers participated in the survey; 30 of whom voluntarily
Survey results, classroom observations,
participated in the practicum.
and a review of pertinent literature were used to plan a 19-hour in-
Data gathering methods were a student interest and
service program.
attitude survey, questionnaires, checklists, professional literature, and
videotapes on reading strategies.
An analysis of the data revealed that the teachers used the knowledge
that they gained to select quality children's books and to increase the
At the same time, the
authentic reading experiences of their students.
teachers decreased their use of drill and practice of isolated skills.
Monthly sharing sessions, professional literature, funds to purchase
children's trade books, classroom observations, and a guest lecturer
were rated by the teachers as beneficial aspects of the in-service.
********
Permission Statement
Asia student in the Ed.D. Program in Early and Middle Childhood,
I do (V) do not (
) give permission to Nova University to distribute
copies of this practicum report on request from interested individuals.
It is my understanding that Nova University will not charge for this
dissemination except to cover the costs of microfiching, handling, and
mailing of the materials.
;
/7(a_411
r
t signature)
CIAdate)
CHAPTER I
INTRODUCTION
Description of Community
The setting for the practicum was a large urban school district
located in a major metropolitan area in the Mid-South.
Although the
community is often referred to as "America's Distribution Center," it has
suffered a drastic reduction in major industries and businesses during
the past 20 years.
The Labor Market Report (1988) described the
economic conditions of one neighborhood in the city subsequent to the
The article reported
closing of several major industries in the vicinity.
that in 1970, 14,794 residents lived in an area served by five elementary
schools, one junior high school, and two senior high schools; however,
by 1988 the number of residents had been reduced to 8,775 comprising
Approximately 50 percent of those remaining in the
2,800 households.
Although this extreme example does not
area had incomes below $5, 000.
illustrate the economic condition of every neighborhood in the city, it
does reflect the drastic impact the recession has had on the community.
a reduced tax
The displacement of blue collar workers has resulted
The most prevalent jobs range from relatively low to
base in the city.
moderate income service positions.
Although there are numerous middle management and executive level
jobs, the make-up of the community is generally middle to low
Moreover, there are areas of extreme poverty
socioeconomic families.
due to illiteracy, widespread unemployment, senior citizens on fixed
incomes, and many single parents with dependent children.
Economic
eJ