Date of Award
4-2002
Degree Name
Master of Arts
Department
Speech, Language and Hearing Sciences
First Advisor
Dr. Yvette D. Hyter
Second Advisor
Dr. Nickola Nelson
Third Advisor
Dr. Jan Bedrosian
Fourth Advisor
Dr. Regena Fails Nelson
Access Setting
Masters Thesis-Campus Only
Abstract
Children from low-income families who are culturally or linguistically diverse face well-documented risks in literacy development. Children of these populations come to school with emergent literacy experiences that are often not valued by the schools. Enhancing the connections between literacy experiences at home and in the classroom may help to ensure the literacy development of all children. This study is an attempt to understand Head Start teachers' use of classroom literacy practices, their perceptions of home experiences, and the connections between the two environments from the teachers' perspectives.
The participating teachers use classroom literacy activities to facilitate phonological awareness, alphabet knowledge, interest in books and reading-related activities, and to provide opportunities for social interaction. The teachers perceive their students' families to be reading books together, facilitating different functions of print, and providing opportunities for social interaction in their homes. Home and classroom connections may be enhanced by improving communication between parents and teachers, having more parent participation in the classroom, and bringing the children's home experiences into the classroom and vice versa.
Recommended Citation
Workman, Laura A., "Literacy Practices and Connections in Head Start Classrooms and Homes: Teachers' Perspectives" (2002). Masters Theses. 3509.
https://scholarworks.wmich.edu/masters_theses/3509