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- W2063386223 abstract "Children’s success in learning to read in the first grade is crucial for their ultimate success in schooling. This study aimed at identifying self‐declared practices in preschool and first grade in Spain and contrasting these practices with the official recommendations for the initial teaching of reading and writing. A characterisation of the ways of teaching and of the broader institutional context which can support or hinder teachers’ work is fundamental for determining the best conditions for successful literacy learning. A 30‐item questionnaire was used to collect teachers’ preferences on a six‐point Likert scale describing the frequency with which they reported adopting a certain practice in four areas: (1) organisation of the class, (2) planning, (3) activities and content, and (4) evaluation. A total of 2250 teachers, 1193 from preschool and 1057 from first year of primary school from nine geographic areas of Spain responded to the questionnaire. A cluster analysis of teachers’ responses revealed t..." @default.
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- W2063386223 date "2012-03-01" @default.
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- W2063386223 title "Pedagogical practices in the teaching of early literacy in Spain: voices from the classroom and from the official curricula" @default.
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- W2063386223 doi "https://doi.org/10.1080/02671520903428580" @default.
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