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Article
Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play
Early Childhood Education Journal (2017)
  • Dena M. Cavanaugh
  • Kimberly J. Clemence
  • Mikaila M. Teale
  • Audrey C. Rule, University of Northern Iowa
  • Sarah E. Montgomery
Abstract
This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity).
Keywords
  • Early childhood,
  • Kindergarten,
  • Literacy-integrated play,
  • Guided play,
  • Dynamic Indicators of Basic Early Literacy Skills,
  • Self-regulation
Publication Date
January 11, 2017
DOI
10.1007/s10643-016-0832-8
Citation Information
Dena M. Cavanaugh, Kimberly J. Clemence, Mikaila M. Teale, Audrey C. Rule, et al.. "Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play" Early Childhood Education Journal Vol. 45 Iss. 6 (2017) p. 1 - 13
Available at: http://works.bepress.com/sarah_montgomery/6/