Lincoln Memorial University
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Meagher, Thomas Francis
No full textA carte-de-visite card of Thomas Francis Meagher, 1823-1867, an Irish nationalist and leader of the Young Irelanders in the Rebellion of 1848. Meagher was a brigadier general for the Union during the American Civil War and a leader for the Irish Brigade.https://digitalcommons.lmunet.edu/allmcdv/1354/thumbnail.jp
Mitchell, John G.
No full textA carte-de-visite card of John G. Mitchell, 1838-1894, a general in the Union Army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1362/thumbnail.jp
Nelson, Admiral
No full textA carte-de-visite card of Horatio Nelson, 1st Viscount Nelson, 1758-1805, a British naval officer.https://digitalcommons.lmunet.edu/allmcdv/1372/thumbnail.jp
Peace
No full textA carte-de-visite card of artistic piece called Peace .https://digitalcommons.lmunet.edu/allmcdv/1389/thumbnail.jp
Shakespeare, William
No full textA carte-de-visite card of William Shakespeare, 1564-1616, an English playwright and poet.https://digitalcommons.lmunet.edu/allmcdv/1437/thumbnail.jp
Sheridan, Philip H. 11
No full textA carte-de-visite card of P. H. Sheridan, 1831-1888, a Union general during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1449/thumbnail.jp
Sherman, William T. 9
No full textA carte-de-visite card of William Tecumseh Sherman, 1820-1891, a general in the Union Army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1460/thumbnail.jp
Sonabaugh, J. R. (signed)
No full textA carte-de-visite card of J. R. Sonabaugh.https://digitalcommons.lmunet.edu/allmcdv/1474/thumbnail.jp
Spang, Othmil (view #2)
No full textA carte-de-visite card of Othmil Spang, a member of the Union army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1477/thumbnail.jp
Pre-Kindergarten Teachers\u27 Perceptions of Teaching Early Literacy Skills Incorporating the Science of Reading
Get PDFSince every student has the right to receive a high-quality education that fosters reading proficiency, researchers have conducted considerable research on the most effective ways to teach students to read for many years. Researchers highlighted the importance of literacy instruction based on the science of reading. Still, there was a gap in the research on this type of instruction in pre-kindergarten classrooms. The purpose of my qualitative, interpretive study was to explore East Tennessee pre-kindergarten teachers’ perceptions of their abilities to implement science of reading-based literacy instruction and how these teachers were implementing this instruction in their classrooms. After collecting data via online questionnaire from 35 participants, pre-kindergarten teachers in East Tennessee indicated they had not received adequate training to effectively implement science of reading-based literacy instruction in their classrooms. These pre-kindergarten teachers reported that more training was necessary to instruct their students using literacy practices based on the science of reading