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|Title:||A look at instruction in kindergarten: observations of interactions in three school districts|
|Author(s):||Meyer, Linda A.; Linn, Robert L.; Mayberry, Paul W.|
|Subject(s):||reading comprehension development
science concept acquisition
|Abstract:||This is a report of the methodology and results of observations for 14 kindergarten classes in three school districts participating in a longitudinal study of reading comprehension development and science concept acquisition. Measures of instructional materials, instructional and non-instructional time, frequency of literacy-related interactions and feedback, as well as teachers' allocations of turns to whole classes and to individual students show substantial differences between school districts and great similarities between teachers within districts with one slight exception. On all measures, the teachers of half-day kindergarten programs provided more literacy-related activities, etc. than did teachers of the whole-day classes. Results are also discussed in terms of the affect that curriculum appears to have on the programs as well as the need for careful descriptive research on whole-day and half-day kindergarten programs to determine program differences instead of simple mandates for an increased school day.|
|Publisher:||Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
Cambridge, Mass. : Bolt Beranek and Newman, Inc.
|Series/Report:||Center for the Study of Reading Technical Report ; no. L-3|
|Rights Information:||Copyright 1985 Board of Trustees University of Illinois|
|Date Available in IDEALS:||2012-05-30|
|Identifier in Online Catalog:||5305299|