Type of Culminating Activity
Graduate Student Project
Graduation Date
12-2010
Department
Special And Early Childhood Education
Major Advisor
Keith Allred
Abstract
Early childhood educators are on the frontline of developing emergent literacy skills in their students. Research is abundant and clear about the importance of exposure to and experience with literacy activities for young children (Joint Position Statement- International Reading Association and the National Association for the Education of Young Children, 2005). However, students arrive in the classroom with varying skills and backgrounds relative to literacy, and many students are in a position to be considered at-risk of school failure. Teaching this population of students can be a challenge. This Alphabetic Knowledge Activities handbook was created to be a resource for educators to better meet the needs of all young students, yet targets those students who may be at-risk and in need of more support. The activities are intended to be used as a school-to-home program, to ensure that educators are collaborating with families as a teaching team. The activities, combined with a comprehensive literature review of research about at-risk children and the benefits of school-to-home collaborations, are meant to be used as a tool for all early childhood educators working with 3-5 year olds.
Recommended Citation
Armstrong, Julie Ann, "Developing Alphabetic Knowledge in a School-to-Home Project with Students Who Are At-Risk: Alphabetic Knowledge Activities Handbook" (2010). Early and Special Education Graduate Projects and Theses. 6.
https://scholarworks.boisestate.edu/sped_gradproj/6
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons