Literacy Practices in Head Start and Early Childhood Special Education Classrooms

Christine A Marvin, Pat Mirenda

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) classrooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing and writing/., drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.

Original languageEnglish (US)
Pages (from-to)289-300
Number of pages12
JournalEarly Education and Development
Volume5
Issue number4
DOIs
StatePublished - Jan 1 1994

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Special Education
special education
literacy
childhood
classroom
teacher
Reading
Group
Aptitude
Disabled Children
Literacy
Students
ability
interaction
Research
experience
student

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Literacy Practices in Head Start and Early Childhood Special Education Classrooms. / Marvin, Christine A; Mirenda, Pat.

In: Early Education and Development, Vol. 5, No. 4, 01.01.1994, p. 289-300.

Research output: Contribution to journalArticle

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