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Author: Monica M. Shaw Publisher: ISBN: Category : Head Start programs Languages : en Pages : 91
Book Description
The inclusion of prekindergarten programs has increased awareness as to whether or not children are gaining the readiness skills necessary for a successful entry into kindergarten. This study examined the impact of preschool experiences on kindergarteners' reading readiness levels. This study determined whether or not there were differences in kindergarten students' alphabetic principle scores, phonemic awareness scores, phonics scores, and overall literacy scale scores as measured by the STAR Early Literacy Assessment.
Author: Monica M. Shaw Publisher: ISBN: Category : Head Start programs Languages : en Pages : 91
Book Description
The inclusion of prekindergarten programs has increased awareness as to whether or not children are gaining the readiness skills necessary for a successful entry into kindergarten. This study examined the impact of preschool experiences on kindergarteners' reading readiness levels. This study determined whether or not there were differences in kindergarten students' alphabetic principle scores, phonemic awareness scores, phonics scores, and overall literacy scale scores as measured by the STAR Early Literacy Assessment.
Author: Melissa Hughes Publisher: ISBN: Category : Education, Preschool Languages : en Pages : 101
Book Description
With no state-funded prekindergarten program in Mississippi, some school districts have chosen to divert Title I funds to the creation of school-based prekindergarten programs. This study looked at archival data to determine differences in the beginning of the year kindergarten scores between students who attended local Head Start programs (n = 41), students who attended school-based prekindergarten programs (n = 64) in schools that use Title-I funds to support such programs, and students who did not attend prekindergarten (n = 31). The study sought to examine the question of whether a difference existed in the overall scaled score of the STAR Early Literacy test of these three groups of students at the beginning of the kindergarten year. This study also examined whether or not there was any interaction between the type of prekindergarten education received and the gender of the students. This study used data from a district administered test to examine STAR score results, and thus used an ex post facto design. Analysis was conducted using a Two-Way ANOVA and a significant difference was found among students who attended these three program types differed in their STAR Early Literacy score. Post-hoc analysis concluded that significance differences existed between Head Start and school-based prekindergarten. No differences based on gender were found. Future research should look at the specific aspects of school-based programs to determine what characteristics contribute to their effectiveness.
Author: Publisher: ISBN: Category : Head Start programs Languages : en Pages : 240
Book Description
Examined literacy scores from 290 kindergarten pupils from a West Central Mississippi school district in September, January, and April of the 2013-2014 school year to determine if Head Start attendance had a statistically significant effect on the scores, and if gender had a statistically significant effect on literacy scores of those attending Head Start as opposed to those not attending Head Start.
Author: Sue Ellen Kanigsberg Publisher: ISBN: Category : Education, Preschool Languages : en Pages : 103
Book Description
This work examined variations in preschool education and the subsequent impact on first grade reading achievement in a sample of 64 children. The study was divided into three parts. The first part involved kindergarten and first grade teachers participating in a focus group interview where they were asked to share their views on issues relating to school readiness and the important early literacy skills children acquire during the preschool years. The second part of the study involved parents of second grade children reflecting on their child's early literacy preschool experiences. A survey was used to determine the child's preschool setting and the self-reported literacy practices used by parents with regards to their child's preschool experiences. The third part of the study examined DIBELS archival data that served as an intensive focus on measures of phonemic awareness and projected reading achievement. Results demonstrated that children who attended non-parental home-based preschool were slightly lower-performing kindergarteners in the area of early literacy. Findings generally confirm that children who attend a public pre-kindergarten setting enter kindergarten with somewhat higher levels of academic skills than children from other preschool settings.
Author: Robert J. Wright Publisher: SAGE ISBN: 1412970156 Category : Education Languages : en Pages : 361
Book Description
Multifaceted Assessment in Early Childhood is ideal for those on upper-division undergraduate courses and first-level graduate courses in early childhood education assessment. The book covers the various measures used in a range of assessment dimensions, and includes valuable information regarding young children with special needs and English Language Learners, which has rarely been touched upon in other textbooks. The chapters are focused on student accessibility and include practical applications of key concepts. Features and benefits: Covers a range of assessment concepts, including - Formative (uses feedback from learning to adapt teaching) -Summative (i.e. tests, quizzes) -Authentic (focuses on complex/deeper tasks) -Standardized (STAR, SAT) Includes coverage of assessment for English language learners and children with special needs -- topics that are not provided enough coverage in other books (including Wortham, McAfee, Puckett and Mindes). Wright's writing style grabs and engages the reader in the topic. Two of our reviewers who use Wortham specifically cited Wright's writing style as a reason they would adopt our book. A McAfee reviewer is likely to switch for the same reason.
Author: Virginia R. Scates Publisher: ISBN: Category : Action research in education Languages : en Pages : 316
Book Description
This dissertation was designed to examine and assess the effectiveness of the Star Early Literacy (SEL) formative assessment tool for the planning, implementation, and evaluation of instruction at a rural elementary school in upstate South Carolina. The researcher used the information gathered to determine how data from SEL assessments informed the formation of guided reading groups, informed interventions used in guided reading groups, and determined the percent of change in skill acquisition as evidenced by the assessment. In order for students to be 21st century thinkers and successful in literacy experiences, it is essential that early literacy programs are driven by ongoing formative assessment practice. -- This study utilized an action research approach in order to collect and analyze data and develop a conclusion about the usefulness of SEL, particularly with regard to formative assessment. The researcher used the SEL skill set scores and observation to determine the impact of SEL on instruction and reading growth of the kindergarten students. -- The results from this action research study led the researcher to conclude that SEL can be used to positively impact the formation of guided reading groups, inform interventions for the groups, and impact skill acquisition of kindergarten students. In addition, the cohort of kindergarten teachers from the researcher's school echoed the findings of published research with their perceived need for staff development in the area of SEL as a formative assessment to inform differentiated instruction and student achievement. Recommendations from the study included determining the level of understanding of early childhood teachers on how to interpret data from formative assessment and providing professional development to early childhood teachers in the area of formative assessments and how to utilize data to inform instruction to increase student achievement.
Author: Claudia Maria Pereira Publisher: ISBN: 9781321977165 Category : Early childhood education Languages : en Pages : 190
Book Description
A quality pre-kindergarten education is increasingly recognized as playing a vital role in preparing America's youngest citizens for productive lives in the world economy (Barnett., et al 2012). During the past ten years, there has been a major educational shift in trying to establish universal pre-kindergarten for all children. The reason for this important educational reform is the significant impact a quality pre-kindergarten has on students' literacy skills and general academic success (Intervenzzi, et.al., 2010).The guiding principle of this study is based on the theory of social constructivism, embedded in the teachings of Piaget and Vygotsky. The research took place in a Title I elementary school in Miami-Dade, Florida. A casual-comparative research design was used to assess differences in median SAT-10 Reading scores between students who were "Enrolled in a Pre-K Program" and those who were "Not Enrolled in a Pre-K Program. Kindergarten students' SAT-10 reading scores for the 2012 and 2013 school years were analyzed. Archived data was used for this section and teacher interviews of the professionals were also conducted.The results of this study provided significant evidence about the value of a pre-kindergarten education. It was found that in both 2012 and 2013 academic years, students who attended the Pre-K program did significantly better in Reading than students who did not attend Pre-K at the Title I school. The results from this study can help educational leaders and policymakers understand the positive impact a quality pre-kindergarten education has on students' academic success. The future to a better American educational system is one that mandates a Pre-K program for all children.
Author: National Research Council Publisher: National Academies Press ISBN: 0309314429 Category : Social Science Languages : en Pages : 501
Book Description
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Author: Monica M. Shaw
Author: Monica M. Shaw
Author: Melissa Hughes
Author: 
Author: Sue Ellen Kanigsberg
Author: Robert J. Wright
Author: Bonnie B. Armbruster
Author: Virginia R. Scates
Author: Claudia Maria Pereira
Author: Helen Louise Sawyers
Author: National Research Council