Early literacy. (c2005)

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dc.contributor.author Ballan, Rana M.
dc.date.accessioned 2011-10-04T09:20:14Z
dc.date.available 2011-10-04T09:20:14Z
dc.date.copyright 2005 en_US
dc.date.issued 2011-10-04
dc.date.submitted 2005-03-23
dc.identifier.uri http://hdl.handle.net/10725/676
dc.description Includes bibliographical references (leaves 140-151) and index. en_US
dc.description.abstract This case study explored two Lebanese teachers' beliefs and practices about the teaching of early/emerging reading and writing. The aim was to discover what literacy strategies were implemented in two Kindergarten classrooms to teach English-second learners (ESL) early literacy skills as to examine the extent to which teachers' beliefs coincided with their classroom environment and teaching practice. Data was collected from two KG 2 teachers and their classrooms in Beirut. Data collection methods included non-participant observations over a two month period, interviews, and a classroom physical environment rubric. Data revealed that one of the two teachers implemented an eclectic literacy approach, combining emergent literacy and reading readiness strategies. The quality and quantity of literacy materials in her classroom were rated as moderate. The interviews revealed that this teacher's beliefs about the teaching of early reading and writing generally matched her classroom practices. The second teacher observed implemented a reading readiness approach, applying product-centered literacy instruction. The quality and quantity ofliteracy materials in this teacher's classroom were rated as poor, with children having limited access to print and few opportunities to participate in literacy activities. The interviews revealed that while the teacher's beliefs about the teaching of early reading and writing were aligned with a combination of emergent literacy and reading readiness views, her beliefs conflicted with her observed classroom practices. Both the lack of resources and the school policy on literacy instruction prevented her from fully implemented her philosophy. The study sheds light on heretofore unexplored area, namely Lebanese Kindergarten teachers' beliefs and practices on early literacy instruction, as well as on some of the constraints within which teachers may sometimes operate. en_US
dc.language.iso en en_US
dc.subject Literacy -- Study and teaching (Preschool) en_US
dc.subject English language -- Study and teaching (Preschool) -- Foreign speakers en_US
dc.title Early literacy. (c2005) en_US
dc.type Thesis en_US
dc.title.subtitle Two kindergarten teachers' beliefs and practices en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 199500390 en_US
dc.author.commembers Dr. Ahmad Oueini
dc.author.commembers Dr. Rima Bahous
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: xi, 168 leaves; ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Irma Ghosn
dc.identifier.doi https://doi.org/10.26756/th.2005.39 en_US
dc.publisher.institution Lebanese American University en_US

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