Abstract
This study examined the practices of effective kindergarten programs with respect to literacy instruction so as to provide models for schools working to educate large populations of at-risk students. Three kindergarten programs participated. Research methods included observations of reading instruction and intervention programs and survey and interview data regarding classroom and school practices. The research showed effective kindergarten programs to share several key characteristics, including explicit instruction in phonological awareness and alphabetic skills, and strong home–school connections. These programs also provided opportunities for professional development and operated with a shared responsibility for student success.
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