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The impact of Breakthrough to Literacy and classroom context on the literacy performance of kindergarten students
DISSERTATION

, The University of North Carolina at Charlotte, United States

The University of North Carolina at Charlotte . Awarded

Abstract

The researcher's purpose was to investigate the impact of Breakthrough to Literacy and classroom context on the emergent literacy performance of kindergarten students. Breakthrough to Literacy was examined to determine the impact of the program on the reading and writing performance of kindergarten students as compared to traditional literacy instruction. Three hundred kindergarten students were selected for the study that included fifteen classrooms in two elementary schools in a medium-sized district in the Piedmont Region of North Carolina. Once the data were analyzed the researcher found that Breakthrough to Literacy was effective in the literacy instruction of kindergarten students when implemented under specific conditions. Furthermore, classroom context was found to account for emergent literacy performance differences between students in the two schools.

Citation

Williams, K.A. The impact of Breakthrough to Literacy and classroom context on the literacy performance of kindergarten students. Ph.D. thesis, The University of North Carolina at Charlotte. Retrieved July 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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