The Perceptions and Teaching Practices of Female Teachers in the First Three Grades Regarding Children's Literature-Based Language Skills Instruction

This study examined the perspectives and teaching practices of early elementary female teachers regarding the use of children's literature in language instruction. A random sample of 203 teachers from the first three grades completed a researcher-developed questionnaire. Results indicated high levels of both positive perspectives and effective teaching practices related to using children's literature. A statistically significant correlation was found between teachers' perspectives and their instructional practices. Based on these findings, several recommendations are provided.