Early Literacy Research

Reutzel, D. Ray

doi:10.1002/trtr.1387

Cited by 25 publications

(14 citation statements)

References 49 publications

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“…Research, mostly on an international level, has explored the views of teachers of preprimary and early primary school (first-grade) regarding the teaching of language (Cook, 2012;Guo, Piasta, Justice, & Kaderavek, 2010;Hawken, Johnston, & McDonnell, 2005;Hindman & Wasik, 2008;Kimmy, 2017;Lynch, 2009;Maloch, Flint, Eldridge, Harmon, Loven, Fine, & Martinez, 2003;Õun, Ugaste, Tuul, & Niglas, 2010;Reutzel, 2015;Sak, Tantekin-Erden, & Morrison, 2016;Sandvik, van Daal, & Ader, 2013;Shaughnessy & Sanger, 2005). In Greece, research focusing on the study of curricula and the perceptions of first-grade primary school teachers of their teaching approaches for language and pre-primary school teachers for literacy hardly exists (Stellakis, 2012;Tafa, Manolitsis, & Fasoulaki, 2011).…”

Section: The Current Studymentioning

confidence: 99%

“…al., 2003;Morris, 2015;Õun et. al., 2010;Pearson et al, 2007;Pianta et al, 1999;Reutzel, 2015;Rimm-Kaufman & Pianta, 2000;Sak et. al., 2016;Sandvik et al, 2013;Shaughnessy & Sanger, 2005;Torres, 2009;Xefteri, 2017;Xue & Meisels, 2004) and data from UNESCO (UIL, 2010(UIL, , 2017(UIL, , 2018UNESCO, 2005UNESCO, , 2007UNESCO, , 2015UNESCO, , 2017.…”

Section: Findings' Correlation With International Research Datamentioning

confidence: 99%

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Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Apostolou¹,

Stellakis²,

Koustourakis³

2020

L1 Educational Studies in Language and Literature

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The purpose of this research paper is to investigate the perceptions of Greek pre-primary and first-grade primary school teachers on the integration of pre-primary and first-grade language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the presence of language curricula connection, as well as practices resulting from the study of curricula. Data were collected through semi-structured interviews with 32 teachers. Research findings show that pre-primary and primary school teachers partially agree with the integration of curricula, delineating it within a specific context and proposing common goals and teaching approaches that will be governed by continuity and consistency. Pre-primary school teachers who disagree, strongly express their concern about the potential schoolification of pre-primary school, while primary school teachers who disagree persist in the view of preschoolers' inability to acquire knowledge intended to be acquired by primary school children, who are, theoretically, in the age group with respective cognitive, mental and emotional maturity. They want play to maintain as the primary teaching and learning tool in preprimary school while systematic teaching with elements of the playful way of pre-primary school learning to maintain in primary school.

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Section: The Current Studymentioning

confidence: 99%

Section: Findings' Correlation With International Research Datamentioning

confidence: 99%

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Apostolou¹,

Stellakis²,

Koustourakis³

2020

L1 Educational Studies in Language and Literature

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“…Such instruction need not and should not consume the literacy block. We adapted Reutzel's (2015) 12-minute lesson aimed at building phonological awareness and letter recognition. Here, the lesson was adapted to support student autonomy by embedding opportunities for students to make what Cambria and Guthrie (2010) called mini-choices.…”

Section: Phonological Awareness and Alphabet Knowledge Go Hand In Handmentioning

confidence: 99%

“…Research has indicated that the teaching of print concepts supports emergent readers' developing proficiencies (Reutzel, 2015). The NELP report included concepts of print among the secondary early skills found to correlate with either later decoding or later comprehension (Shanahan & Lonigan, 2013).…”

Section: Emergent Readers Need To Develop Strong Print Awarenessmentioning

confidence: 99%

Fostering Autonomous Motivation and Early Literacy Skills

Erickson¹,

Wharton‐McDonald²

2018

The Reading Teacher

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The authors emphasize the importance of cultivating autonomous motivation for literacy in early childhood by supporting students’ basic psychological needs for autonomy, competence, and relatedness while building foundational skills. Additionally, the authors highlight four key findings specific to early childhood (pre‐K–2) literacy development: the power of teaching letters and associated phonemes in tandem, the impact of oral language on comprehension, the role of print concepts in learning to read, and the influence of early writing on reading. Sample activities, adapted from preexisting promising practices to incorporate opportunities for addressing students’ basic psychological needs, accompany each finding. Finally, the authors make a sincere appeal for additional research, including educator action research specific to early childhood literacy motivation.

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“…Still other students are introduced to letters at a slow pace, disconnected from continuous text with few opportunities for practical application, and may forget the letters learned weeks ago. As Reutzel (2015) asserted, It turns out that teaching alphabet knowledge to young children, something that ostensibly seems easy to teach in the minds of many laypersons and even other K-12 educators, is actually quite a complex, abstract task for young children to achieve. (p. 16) Indeed, we know far less about which particular teaching strategies are most effective in building students' letter knowledge, but we do know that contrived scripts and fixed instructional sequences inhibit letter-learning efficiency (McKay & Teale, 2015).…”

Section: Emergence Of Letter Knowledgementioning

confidence: 99%

As Easy as ABC? Teaching and Learning About Letters in Early Literacy

Kaye¹,

Lose²

2018

The Reading Teacher

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Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring, searching, and self‐correcting in reading and writing. The authors argue for (a) assessment that monitors evolving letter knowledge, (b) instruction that is focused and brief and capitalizes on students’ unique strengths and ways of knowing, and (c) isolated letter work that is balanced with the use of authentic texts. Transcripts of teacher–student interactions during reading and writing, personal alphabet books, magnetic letter sorts, and links to teacher resources illustrate how letter learning can be fostered in a variety of activity settings while ensuring student engagement and supporting overall literacy development.

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Early Literacy Research

Cited by 25 publications

References 49 publications

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Fostering Autonomous Motivation and Early Literacy Skills

As Easy as ABC? Teaching and Learning About Letters in Early Literacy

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