Perceptions of reading: kindergarten children and their teachers
Date
1999
Authors
Swan, Sandra J.
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Abstract
Though researchers have been attempting to solve the mystery of beginning to read, few studies have explored early literacy and reading from the perspective of the child. The purpose of this qualitative study was to investigate the attitudes and perceptions of kindergarten children and kindergarten teachers about reading. It was a partial replication of a study of grade one children by Dr. P. Michels (1988, 1994).
Participant interviews with 20 kindergarten children and five kindergarten teachers were the basis for data collection. Kindergarten teachers were interviewed in order to examine how children's perceptions of learning to read fit together with instructional strategies. The research clearly indicated that children understood the process of learning to read. When asked how they would define reading, they ref erred to the process by making a direct reference to learning phonics and sounding out words. These insights into reading clearly paralleled the teachers' instructional practices. The teachers defined reading primarily as a decoding process. The study provided evidence that kindergarten children did indeed understand the status of membership in various reading groups. The importance of parental and family involvement in the process of early literacy development surf aced throughout the study.
It is evident from this study that further research on children's attitudes and perceptions of beginning to read is needed. Such investigation may include an examination of the relationship between teachers' instructional practices and students' perceptions, long term longitudinal studies, and additional exploration of children's perceptions of reading.