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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.




The development of literacy abilities in young children has been a major concern for authorities and teachers in the USA for the last two decades. Significant effort has been devoted to ensure that preschool settings allow and motivate children to engage in literacy activities before entering kindergarten. Research has found that a rich classroom environment in preschool settings enables teachers to encourage literacy interest in children at a young age. While a large amount of research has concentrated in testing the effect of prescriptive modifications in the classroom environment, few have focused on studying the design process and tools that …

Contributors
Cortes, Catalina, Patel, Mookesh, Heywood, William, et al.
Created Date
2013

This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities …

Contributors
Song, Mi-Jung, Christie, James, Enz, Billie, et al.
Created Date
2012

The purpose of this dissertation was to document the teaching practices and underlying intentions of teachers in a Waldorf early childhood program in relationship to integrative movement and its connections to learning for the kindergarten through grade three learner. Current concerns about unhealthy sedentary lifestyles and the decreasing emphasis on physical activity/movement in public schools are growing. This dissertation explores current educational research related to the effects of movement on cognitive processing and the potential effects of movement on learning, particularly in a Waldorf-based early childhood program in which movement is integrated into all aspects of learning (including all academic …

Contributors
Darian, Andrew Karl, Surbeck, Elaine, Swadener, Elizabeth, et al.
Created Date
2012

The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills - Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test (TerraNova-Reading) administered at the conclusion of second- and third-grade. Participants were sixty-five English Language Learners (ELLs) learning to read in a school district adjacent to the U.S.-Mexico border. DIBELS-ORF and TerraNova-Reading scores were provided by the school district, which administers the assessments in accordance with state and federal mandates …

Contributors
Millett, Joseph Ridge, Atkinson, Robert, Blanchard, Jay, et al.
Created Date
2011

The purpose of this study is to portray kindergarten teachers' developmentally appropriate practices in order to authenticate the essential component of play. Recently, student achievement has been the primary focus in Early Childhood Education, and play is seen as an action that precludes academic learning. This is a qualitative study of teachers' perceptions and teaching practices through observations, interviews, surveys, and journal reflections. The study found that participant kindergarten teachers: (1) have a developing understanding of the positive impact play has on student development, yet they are not aware of how to successfully implement play in their classroom; (2) tend …

Contributors
Riley, Shannon, Surbeck, Elaine, Ganesh, Tirupalavanam, et al.
Created Date
2012