Deconstructing Preschool Children's Acquisition of Alphabetic Knowledge

In the analysis, the data was deconstructed to reveal various aspects of children's knowledge about letters which exist before children are able to identify letters randomly presented. The role of and various kinds of motivation emerged as a critical factor impacting children's engagement with print. Findings also revealed that, explicit instruction with preschoolers is effective in promoting understanding, but must be embedded in the context of children's previous experience in a manner consistent with Vygotsky's emphasis on social interaction in the continuum of learning.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Steinhaus, Patricia Louise

Contributors dc:contributor

• Steven Stahl

• Education, Early Childhood

Language dc:language

eng

Identifier

(MiAaPQ)AAI3111642

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79767