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dc.contributor.advisorKammer, Jenna Ph.D. M.L.S. MA Ed.
dc.contributor.advisorBurress, Rene Ed. S. MLIS
dc.contributor.advisorTye, Natalie Dr.
dc.contributor.advisorWasher, Barton A. Dr.
dc.contributor.advisorJurkowski, Odin Dr.
dc.contributor.authorFischer, Jodi
dc.date.accessioned2019-02-22T14:13:13Z
dc.date.available2019-02-22T14:13:13Z
dc.date.issued2018-12
dc.date.submitted2019-02-22
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/686
dc.description.abstractEarly childhood literacy development begins in the home, at a very young age for children. Literature suggests that children who have been exposed to early literacy development strategies are at an advantage upon entering school which can have lasting effects throughout school. Parents can be taught reading strategies to use with their children to prepare them for reading in school. The dialogic reading strategy is one early literacy intervention that can build vocabulary, print awareness, and provide engaging interaction for parent and child in the reading experience. This action research study implements the dialogic reading strategy with families and examines the growth in vocabulary, print awareness, and enjoyment of reading for early childhood students. Findings suggest that the intervention taught to families by the school librarian positively impacted the reading experience for both child and parent, and also improved the vocabulary development and print awareness in the child.en_US
dc.titleLIBRARIANS AS TEACHING PARTNERS: IMPLEMENTING DIALOGIC READING AS AN EARLY LITERACY STRATEGYen_US


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    Theses written by graduate students at the University of Central Missouri.

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