“Mr. Toad’s Wild Ride”: Teachers’ Perceptions of Reading Instruction in Kindergarten

• Published in: Early childhood education journal Vol. 49; no. 2; pp. 235 - 245
• Main Author: Costantino-Lane, Tina
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2021; Springer; Springer Nature B.V
• Subjects: Academic Standards; Common Core State Standards; Creative Activities; Curricula; Decoding (Reading); Early Childhood Education; Early Childhood Teachers; Education; Elementary Education; Elementary School Students; Elementary Schools; Grade 1; Kindergarten; Kindergarten teachers; Language; Language Acquisition; Language Arts; Language Proficiency; Language Skills; Learning and Instruction; Linguistic Competence; Literacy; Mastery Learning; Oral Language; Periodicals; Preschool Teachers; Public Schools; Reading Achievement; Reading Comprehension; Reading Consultants; Reading Difficulties; Reading Improvement; Reading Instruction; Reading Skills; Sociology; Sociology of Education; Students; Teacher Attitudes; Time Management; Young Children; California; United States > US; Push-down curriculum; Common core state standards kindergarten; Kindergarten curriculum; Kindergarten reading instruction; Reading readiness; Kindergarten teacher perceptions; Early literacy; Emergent literacy
• ISSN: 1082-3301; 1573-1707
• DOI: 10.1007/s10643-020-01065-1

Many recent articles have focused on reading instruction in kindergarten, but few have solicited the beliefs of the experts—kindergarten teachers. This study examined California teachers’ perceptions of teaching reading to kindergarten students. Kindergarten teachers from northern to southern California were surveyed (N = 103). Teachers reported on student oral language competence, reading achievement, and mastery of six of the English Language Arts Standards. Due to numerous standards, teachers reported that there was less time for traditional kindergarten activities and subject area instruction, both of which promote language development. Participants believed that students with advanced language skills at the beginning of kindergarten became proficient readers. Some students, with underdeveloped language, found learning to read frustrating and confusing. Other students, with underdeveloped language, may have grasped the decoding aspect of reading, but were lacking in comprehension.