Teachers' Roles
Literacy-Related Play of Kindergarten Spanish-Speaking Students
Bibliographic Data
| ID | 12774173 |
|---|---|
| Authors | Olivia N Saracho (0000-0003-4108-7790, University of Maryland, College Park, corresponding author) |
| Year | 2003 |
| Volume | 2 |
| Issue | 4 |
| Pages | 358-376 |
| Publication date | 2003-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Hispanic Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1538-1927 • E-ISSN: 1552-5716 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1538192703255526 |
| OpenAlex | W2114919302 |
| Language | EN |
| Citations received | 4 |
| References cited | 11 |
The purpose of this study was to provide teachers with a literacy intervention method and to assess the roles teachers of Spanish-speaking kindergarten students assume in the context of literacy-related play and how these roles promote the students' literacy development. The data sources consisted of systematic videotaped observations of teacher interaction during student play. Data were analyzed through inductive content analysis, which ideneified roles teachers assumed during literacy-related play of kindergarten Spanish-speaking students
Context (archaeology · Developmental psychology · Early literacy · Intervention (counseling · Literacy · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Literacy and Educational Practices · Psychology · Reading and Literacy Development
| Citations per year | 0.18 |
|---|---|
| Citation span | 2004 - 2008 (5) |
| Highly cited | No |