Literacy Teaching and Learning in Two Kindergarten Classrooms in a School Labeled At-Risk

Abstract

This yearlong study focused on literacy teaching and learning in 2 kindergarten classrooms at a school considered at-risk and inadequate by the state. The classrooms were identified by the fact that 15 focal children were enrolled in them. This study followed a multiple case study design. At the beginning of their kindergarten experience, focal students represented the cultural and linguistic diversity that was typical in the school. The children were observed in their half-day kindergarten classrooms throughout the school year. Weekly field notes, ongoing informal interviews with teachers, 1 interview with parents, and artifacts such as student work samples and report cards served as data. Each observation targeted 1 focal child and how he or she interacted with classmates and the teacher and responded to literacy instruction. The results showed that literacy teaching most often centered on letter recognition and sound/symbol relationships. There were few opportunities for children to engage in meaningfu...