{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20888"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20888","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A study of kindergarten reading instruction","abstract":"This study investigated the relationship between teachers' conceptual frameworks about kindergarten reading acquisition and teachers' instructional behavior during reading in kindergarten. The study proceeded in two phases.","abstract_html":"This study investigated the relationship between teachers' conceptual frameworks about kindergarten reading acquisition and teachers' instructional behavior during reading in kindergarten. The study proceeded in two phases.","abstract_has_math":false,"creators":["Cahill, Nancy Mary"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:52:12Z","date_published":"2011-05-07T12:52:12Z","updated_at":"2026-07-22T22:25:16Z","subjects":["Education, Early Childhood","Education, Teacher Training","Education, Reading"],"languages":["eng"],"rights":["Copyright 1989 Cahill, Nancy Mary"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI8924783","(UMI)AAI8924783"],"render_values":[{"text":"AAI8924783","href":null,"code":true},{"text":"(UMI)AAI8924783","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20888","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["Cahill, Nancy Mary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:52:12Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood","Education, Teacher Training","Education, Reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Cahill, Nancy Mary"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI8924783","(UMI)AAI8924783","http://hdl.handle.net/2142/20888"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study investigated the relationship between teachers' conceptual frameworks about kindergarten reading acquisition and teachers' instructional behavior during reading in kindergarten. The study proceeded in two phases.","In phase one fifty-one kindergarten teachers from a large metropolitan school system were administered the DeFord Theoretical Orientation to Reading Profile. Scores of the fifty-one teachers fell into a normal curve distribution. Subjects' responses were inversely related; those who favored phonics-type responses tended not to choose whole-language type responses and vice-versa.","In the second phase analysis, eight teachers were identified from their strong indication on the TORP; four teachers held clear orientation to phonics-type practices and four teachers held clear positions on whole language-type practices. The eight teachers were observed during reading instruction. Observers determined minutes spent in whole-language type and in phonics-type activities.","SSC (scripted skills conception) teachers spent 60.1 percent of the total number of minutes (seven hundred twenty minutes per teacher) on phonics related activities and 16.4 percent on whole language activities. WLC (whole language conception) teachers spent 64.5 percent on whole language type activities and 19.4 percent on phonics-type activities.","Informal interviews provided information regarding school practices for retention and promotion decisions and choice of teaching materials. Demographic data showed differences in educational background, certification, and kindergarten teaching style. Examination of the teaching environments revealed similarities.","The results of this investigation showed a relationship between teachers' conceptual frameworks of beginning reading acquisition as reported on the TORP and their reading instructional behavior in the classroom.","Made available in DSpace on 2011-05-07T12:52:12Z (GMT). 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The study proceeded in two phases.","In phase one fifty-one kindergarten teachers from a large metropolitan school system were administered the DeFord Theoretical Orientation to Reading Profile. Scores of the fifty-one teachers fell into a normal curve distribution. Subjects' responses were inversely related; those who favored phonics-type responses tended not to choose whole-language type responses and vice-versa.","In the second phase analysis, eight teachers were identified from their strong indication on the TORP; four teachers held clear orientation to phonics-type practices and four teachers held clear positions on whole language-type practices. The eight teachers were observed during reading instruction. Observers determined minutes spent in whole-language type and in phonics-type activities.","SSC (scripted skills conception) teachers spent 60.1 percent of the total number of minutes (seven hundred twenty minutes per teacher) on phonics related activities and 16.4 percent on whole language activities. WLC (whole language conception) teachers spent 64.5 percent on whole language type activities and 19.4 percent on phonics-type activities.","Informal interviews provided information regarding school practices for retention and promotion decisions and choice of teaching materials. Demographic data showed differences in educational background, certification, and kindergarten teaching style. Examination of the teaching environments revealed similarities.","The results of this investigation showed a relationship between teachers' conceptual frameworks of beginning reading acquisition as reported on the TORP and their reading instructional behavior in the classroom.","Made available in DSpace on 2011-05-07T12:52:12Z (GMT). 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