Year of Publication

1999

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

First Advisor

Katherine P. Kasten, Ph.D.

Second Advisor

Janice Wood, Ph.D.

Third Advisor

Otilia Salmon, Ph.D.

Abstract

This qualitative study was conducted to illuminate the different perceptions of students, parents, and teachers in one urban classroom pertaining to learning to read and write. The study explored the similarities, differences, and relationships among these perceptions.

One kindergarten classroom was selected in an urban school that was currently implementing literacy initiatives. Eighteen students, six parents and three teachers were interviewed to provide insight into their views of emergent literacy.

Five themes were identified as reoccurring topics and are discussed in the findings: activities that count as reading and writing, motivation for learning to read, how children acquire literacy skills, the use of technology to promote literacy, and working with students at home. The findings suggested that there are few literacy related issues upon which students, parents and teachers agree.

Five conclusions were drawn based upon the findings. The conclusions examined the use of metacognitive discussions, appropriateness of motivational techniques, teachers' knowledge of research, effectiveness of computers in the classroom, and benefits to parents of volunteering in the classroom. The need to improve communication and interaction between students, parents, teachers and administrators was illuminated in this study.

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