Differentiated instruction and literacy skill development in the preschool classroom

Date
2008-01-01
Authors
Brennan, Susan
Major Professor
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Carla A. Peterson
Committee Member
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Altmetrics
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Human Development and Family Studies
Abstract

The promotion of emergent literacy skills is a focus for Head Start classrooms. Teachers must find a way to meet the needs of all the students in their classroom when promoting literacy skills. Through principals of differentiated instruction, teachers are able to meet the diverse learning needs of students in a format that creates a respectful, safe learning environment. The current study explored Head Start teachers use of differentiated instruction when promoting literacy skill development in the preschool classroom. Although findings indicate that the teachers are providing skill development activities in print recognition, phonological awareness, writing skill development and oral language, an underlying factor in classroom implementation is tied to teacher feelings of support, professional development and pre-service training programs

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