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Teacher attitude and its effect on the distar reading program in Glendale kindergartens
The aim of this study is to show how the attitudes and philosophies of teachers effected the implementation of a reading program put into the kindergarten curricular in Glendale. Kindergarten teachers were polled during two consecutive years concerning the use of DISTAR in their classrooms. The responses to this questionnaire show that the teachers have adapted DISTAR to their own philosophies in their individual classrooms, and that they are not abandoning traditional kindergarten activities for a total academically oriented program.