ERIC Number: ED664905
Record Type: Non-Journal
Publication Date: 2024
Pages: 185
Abstractor: As Provided
ISBN: 979-8-3467-6089-4
ISSN: N/A
EISSN: N/A
Kindergarten Teachers' Experiences on Strategies to Increase Children's Phonological Awareness and Phonics Skills in Kindergarten
Taylor Imani Ridley
ProQuest LLC, Ed.D. Dissertation, Walden University
The problem addressed in this study pertained to two elementary schools whose kindergarten teachers encountered challenges in meeting phonological awareness and phonics standards. This basic qualitative study aimed to explore the experiences of kindergarten teachers regarding effective strategies for enhancing children's phonological awareness and phonics skills, grounded in the concept of Vygotsky's zone of proximal development. Data were collected from 12 kindergarten teachers through semi-structured interviews to understand their instructional strategies and the support needed to implement these strategies effectively. Findings indicated that teachers benefit from structured programs, multisensory approaches, differentiated instruction, and collaborative efforts; however, they also require increased professional development and classroom support. In response, a 3-day professional development program was developed to train kindergarten teachers in effective practices. This study enhances the understanding of how kindergarten teachers implement research-based instructional strategies and the resulting effects on kindergarten students' phonological awareness and phonics skills. The implications for positive social change include enhanced teacher effectiveness and improved student outcomes in phonological awareness and phonics skills, fostering a stronger foundation for literacy in early childhood education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Preschool Teachers, Kindergarten, Barriers, Phonological Awareness, Phonics, Literacy Education, Reading Skills, Teaching Methods, Educational Needs, Faculty Development, Teacher Effectiveness
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A