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oai:www.ideals.illinois.edu:2142/79767 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Steven Stahl Steinhaus, Patricia Louise 2015-09-25T19:53:28Z 2015-09-25T19:53:28Z 10000-01-01 2003 2003 In the analysis, the data was deconstructed to reveal various aspects of children's knowledge about letters which exist before children are able to identify letters randomly presented. The role of and various kinds of motivation emerged as a critical factor impacting children's engagement with print. Findings also revealed that, explicit instruction with preschoolers is effective in promoting understanding, but must be embedded in the context of children's previous experience in a manner consistent with Vygotsky's emphasis on social interaction in the continuum of learning. Made available in DSpace on 2015-09-25T19:53:28Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3111642.pdf: 7358331 bytes, checksum: 2f746918b525d8866ddd4f51eb0d3d01 (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 81049 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 165 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/79767 (MiAaPQ)AAI3111642 eng Education, Early Childhood Deconstructing Preschool Children's Acquisition of Alphabetic Knowledge text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.