A Case Study of Children's Literacy Development in a Voluntary Pre-Kindergarten Classroom
Journal of Research in Childhood Education
This article describes a year-long study, involving three teachers and 13 children (nine boys and four girls), that examined the impact of instructional practices on student achievement in a voluntary pre-kindergarten (VPK) class. A variety of data were collected: standardized measures, observations, and interviews. The qualitative data revealed several themes that were characteristic of the teachers, as well as the district mandates that affected the teacher, curriculum, and students. The quantitative analysis revealed the limited impact of the VPK program on the students' literacy development and achievement.
Early childhood, literacy development, policy, qualitative research, student-teacher interaction, voluntary pre-kindergarten
Sylvester, Betty Ruth and Kragler, S., "A Case Study of Children's Literacy Development in a Voluntary Pre-Kindergarten Classroom" (2012). Education Faculty Publications. 54.