Increasing the Authentic Reading Experiences of Kindergarten Students through a Teacher In-service Program.

This practicum was designed to assist 30 Kindergarten teachers in increasing the authentic reading experiences of kindergarten students in their classrooms. The goal of the practicum was two-fold: to provide the teachers with alternative instructional strategies to drill and practice of basic reading skills and to provide adequate, developmentally appropriate reading materials for the students in the target teachers classrooms. A communication art needs assessment survey was used to ascertain a profile of the kindergarten program. Fifty-six randomly selected kindergarten teachers participated in the survey; 30 of whom voluntarily participated in the practicum. Survey results, classroom observations, and a review of pertinent literature were used to plan a 19-hour Inservice program. Data gathering methods were a student interest and attitude survey, questionnaires, checklists, professional literature, and videotapes on reading strategies. An analysis of the data revealed that the teachers used the knowledge that they gained to select quality children's books and to increase the authentic reading experiences of their students. At the same time, the teachers decreased their use of drill and practice of isolated skills. Monthly sharing sessions, professional literature, funds to purchase children's trade books, classroom observations, and a guest lecturer were rated by the teachers as beneficial aspects of the in-service.