Research article summary (published 30 Mar 2002):

Teachers' roles in supporting children's literacy development through play.

Full Abstract

This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

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Author information

Author/s: Saracho, Olivia N (ON);

Affiliation: University of Maryland, Department of Curriculum and Instruction, College Park 20742, USA. os1(-atsign-)umail.umd.edu

Journal and publication information

Publication Type: Journal Article

Journal: Perceptual and motor skills (Percept Mot Skills), published in United States. (Language: eng)

Reference: 2002-Apr; vol 94 (issue 2) : pp 675-6

Dates: Created 2002/05/24; Completed 2002/12/04; Revised 2004/11/17;

PMID: 12027364, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Child Child, Preschool Curriculum Female Humans Male

Male Motivation Play and Playthings Reading Reinforcement (Psychology) Teaching - methods

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