Literacy practices and outcomes in kindergarten classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sonia H. Michael (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Samuel Miller

Abstract: "The purpose of this study was to examine current literacy instruction in kindergarten classrooms and the relationship between these practices and kindergarten student literacy outcomes. Quantitative measures of classroom practices and quantitative child literacy outcomes were used to examine this relationship. Individual student characteristics of gender, socioeconomic status, ethnicity, home language, and home literacy environment were also considered in relationship to student literacy outcomes. All of the kindergarten classrooms in one school district were included in the study for a total of 18 kindergarten classrooms. Students were included in the study based on written consent of the parents for a total of 204 kindergarten students. Multiple Regression Analysis and Hierarchical Linear Modeling were used to consider whether or not classroom practices and individual student characteristics were related to student literacy outcomes. Data analysis suggested that classroom instructional practices were not related to student literacy outcomes. Student characteristics of socioeconomic status and home literacy environment appeared to be the most significant predictors of student literacy achievement."--Abstract from author supplied metadata.

Additional Information

Language: English
Date: 2006
literacy, instruction, kindergarten, classrooms, Multiple Regression Analysis, Hierarchical Linear Modeling
Language arts (Kindergarten)
Reading (Kindergarten)

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