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This study explored how differing teaching methodologies affect word concept development during the first semester of kindergarten. Comparing fourteen kindergarten students matched on age, concepts about print, cognitive level and home factors in kindergartens differing in teaching philosophy, the researcher administered tasks to assess development of concept of word. Those tasks structured to assess word concept development, were administered every other week. Clay's "Concepts About Print" (CAP) task provided the pre- and post test assessment. The seven students exposed to a holistic philosophy and seven students exposed to a skill building philosophy demonstrated no significant differences when their word concept task scores were analyzed with unpaired t tests. Pre - and post test CAP measure indicated a holistic philosophy approach has an advantage over skills building approach in word concept development. All factors related to concept of word development are discussed and implications for further research are administered.