Examining the Development of Literacy Through Play

This study explores the ways in which children develop literacy skills through play, and investigates the teacher’s role is in this literacy related play. Specifically, it focuses on the ways that preschool children develop literacy through free play and structured play, and how the level of teacher involvement in this play affects the children’s literacy development. This study took place over a nine week period, focusing on three preschool age focal children during observations of the children’s play sessions in the preschool room of a daycare located in and affiliated with a church in a rural town in Western New York. The collected data included field notes, interviews with children, and transcripts of videotapes. Findings suggest that children do develop literacy skills through both free play and structured play, and that the level of teacher involvement in the children’s play affects the children’s development of literacy skills. Many different types of play and play contexts are conducive to the development of literacy skills in preschool children. Recommendations for future research include exploring how literacy-related play differs for children of different ages, genders, or socioeconomic statuses, investigating how the addition of reading props affects literacy-related play, and observing the children’s free play after teacher-directed play activities to determine if those activities would have any impact on the literacy-related play activities in which the children would engage in during free play

Racial Peeves: The Exploitation of Microaggressions

Racial Peeves: The Exploitation of Microaggressions documents my personal experience of dealing with microaggressions throughout my life, as well as the history of these racial issues. This thesis also documents the creation of my Senior BFA Exhibition of the same title inspired by 1970s Blaxploitation posters

The Canon, Spring 1998

The Music Washes Over Me by Sarah Bliss Psalm 42:8 by Lee-Ann Grootenboer Sunrise by Sarah Bliss Double Image by Helena Geels Photographic Memories by Sarah Bliss Flutterby by Stephanie Brown his hands by Christine Phillips Solitary Flight by Stephanie Brown understanding by Stephanie Brown hit list by Stephanie Brown Falling Stars by Aren Roukema II Self Portrait by Joanne Kim Grief by Lee-Ann Grootenboer A Thought About Jeff by Allison Kersbergen The Wall by Allison Kersbergen not completely impartial by Laryn Bakker The Argument by Laryn Bakker Seven Wonders by Daphne Lamb All Creation Sings by Lee-Ann Grootenboer From the Unfaithful Bride by Matthew McNatt A Small Certificate by Matthew McNatt devyan by Jessica Vanderwerff Untitled by Lee-Ann Grootenboer To the Chapel by Carmen Zonnefeld Controlled by Jessica Vanderwerff The Gift of Silence by Anna Young Trumpet Fingers by Helena Geels not like you by Sarah Walsh The Storm by Robin Vis Homeland by Jill Vossen Achtung by Mark Brink The Journey by Gena Koning Moi by Kristin Vander Giessen the extraction of your memories by Paula Treick the paper shredder by Paula Treick Outdoor Performance by Lee-Ann Grootenboer Four Wheeler Friend by Renee Hoekstra Reflecting on our place by Emily Huttenhttps://digitalcollections.dordt.edu/dordt_canon/1021/thumbnail.jp

Courier, number 25, 1965

The search for Rudyard Kipling by Morton N. Cohen -- M. de Voltaire and Mr. Warren E. Dey -- The Mayfield Library -- Guilty or not guilty -- Authenticating my portrait by Modigliani -- To Stephencraneites - Burrs -- Ravenous curse -- Michel Licht -- Smith -- The Image of Robert Frost -- On a Hasidic Theme -- Adam and Eve wore breeches by T. D. MacGregor -- The authorship of Barrack Room Ballads by Lord Dunsan

1965 No. 25

https://surface.syr.edu/courier/1021/thumbnail.jp

Instructional Strategies Designed to Motivate Reluctant Primary Readers

The purpose of this project was to design and collect instructional strategies to help reluctant primary readers understand that reading can be a pleasurable experience. There are many students who are unmotivated to read. Research has shown that students should engage in meaningful literacy activities and see that there is a purpose to read. The activities collected for this project can be used to supplement the reading program used in the regular classroom. Many of these activities can be adapted to different content areas and learning styles. The Essential Academic Learning Requirements were used as a guideline for gathering the activities to be used with students