| This qualitative study employed teacher research methodology to focus on the experiences of seven kindergarten children to examine their perceptions about the process of becoming literate. Children's conversations were audio taped daily during whole-group reading times, whole-group reflection times, and individual choice times. Data collection also included regular observations, formal and informal literacy assessment, document review, and interviews with children and parents.; Pattern analysis of data revealed the activities, materials, resources, and strategies the children viewed as supportive of them as readers and writers. Themes most frequently verbalized by the children were: (a) using literacy materials as resources in the classroom, (b) interacting with adults, children, and materials at home, (c) interacting with classmates during literacy activities, and (d) actively participating in the writing process through journal writing and written conversations. These and other less frequently verbalized themes were presented through detailed narrative descriptions supported by the students' own words.; Implications from this study include those that are personal as well as those that provide further confirmation of current findings in the field. Personally, the researcher developed deeper understanding of the importance of: (a) supporting children in a variety of meaningful literacy activities, (b) supporting children in using a balance of cue systems, (c) interacting with children during literacy activities, (d) encouraging children to interact with one another, (e) providing easy access to a variety of books and other materials, and (f) encouraging children to draw on practices, resources, and strategies used at home with family members and community settings. Providing further support for current speculation in the fields of literacy learning and teacher research, the study implies that teachers can inform their practice by: (a) conducting teacher research regularly, (b) examining learning from the child's perspective, and (c) drawing out and drawing on children's metacognitive abilities. The study suggests further research that investigates children's perspectives in a range of settings. |
