It's all about the children: A case study of one preschool teacher's approach to early literacy instruction

Parents, teachers, administrators, policymakers, and society in general have long held an interest in the literacy development of our children and youth. With the passage of the No Child Left Behind Act of 2001 (NCLB), the national interest has heightened and extended down into pre-kindergarten settings. Included in this federal law are two grant incentive programs, Reading First and Early Reading First, which are intended to improve student achievement by requiring that states and school districts implement literacy instruction based on scientifically-based reading research. The Early Reading First program is directed specifically at programs that serve preschool age children.;This study examines how one experienced early childhood teacher incorporates early literacy instruction into her overall preschool curriculum. It provides an opportunity to understand deeply how the teacher delivers early literacy instruction and what influences her pedagogy.;Qualitative methodologies associated with case study research were employed, particularly ongoing field observations and in-depth interviews. The research question explored the participant's approach to early literacy instruction. Teaching strategies were identified, described, and associated with the recommendations in the literature for best practices in early literacy instruction.;The findings of this study indicate that the teacher delivers early literacy instruction within the early childhood philosophical framework of developmentally appropriate practices. Her teaching aligns with the recommended best practices for early literacy instruction for preschool children set forth by professionals in the fields of early childhood and literacy.;The final chapter addresses the relationship between the purposes of Early Reading First as outlined in NCLB and the recommendations for best practices in early literacy instruction, grounded in the philosophy of developmentally appropriate practices, set forth by the International Reading Association and the National Association for the Education of Young Children. The researcher argues that developmentally appropriate practices in early literacy instruction are based on scientifically-based reading research and therefore meet this requirement of NCLB.