Date of Award
5-2017
Culminating Project Type
Thesis
Degree Name
Child and Family Studies: Family Studies: M.S.
Department
Child and Family Studies
College
School of Education
First Advisor
Jane Minnema
Second Advisor
Ming-Chi Own
Third Advisor
Nicholas Miller
Fourth Advisor
Karen Ihnen
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Pre-k, preschool, literacy interventions, teacher created literacy interventions, Tier 2, Tier 3, full day preschool
Abstract
Achievement gaps in literacy start as early as pre-k. For this research study, an interview of 6 full-day pre-k teachers in a public school in Minnesota was conducted. One way to help close achievement gaps is for teachers to implement literacy interventions in the pre-k classroom. Instruction can have three different tiers. Tier 1 instruction is what a teacher teach to all students. Tier 2 instruction is when a teacher teaches a small group. Tier 3 instruction is when a teacher teaches with a pair of students or with individual students. The purpose of this research was to find out if teachers are familiar with published literacy interventions, and if teachers are comfortable using their own teacher-created literacy interventions to meet the immediate needs of pre-k students.
Recommended Citation
Richter, Jessica, "Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making" (2017). Culminating Projects in Child and Family Studies. 17.
https://repository.stcloudstate.edu/cfs_etds/17
