Deconstructing Preschool Children's Acquisition of Alphabetic Knowledge
Steinhaus, Patricia Louise
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https://hdl.handle.net/2142/79767
Description
Title
Deconstructing Preschool Children's Acquisition of Alphabetic Knowledge
Author(s)
Steinhaus, Patricia Louise
Issue Date
2003
Doctoral Committee Chair(s)
Steven Stahl
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Early Childhood
Language
eng
Abstract
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.
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