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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: 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: 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: Emily M. Edgar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 92
Book Description
This study examined the reading achievement of kindergarteners that participated in a pre-kindergarten program and of those who had not participated in a Pre-K program as measured by the DIBELS kindergarten subtests given through the 2008-09 school year. For this particular study, only two components of the DIBELS test were administered and analyzed: Phonemic Segmentation Fluency (PSF) and Nonsense Word Fluency (PSF). DIBELS data was collected from a rural school district in southeastern Alabama, from 2 groups, Pre-K and Non Pre-K. Based on the results of this study, students show some benefit from school-based Pre-K programs in comparison to those students who do not attend and participate in school-based Pre-K programs.
Author: Kristin Denton Publisher: DIANE Publishing ISBN: 1428925716 Category : Mathematics Languages : en Pages : 78
Book Description
This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ECLS-K study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ECLS-K will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (HTH)
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: Evyn Young Crocker Publisher: ISBN: Category : Academic achievement Languages : en Pages : 102
Book Description
This quantitative research study examines Lexia Reading test scores between two groups of students; one group of 20 students attended either a preschool or prekindergarten program and the second program of 18 students did not attend preschool or prekindergarten. A t test between two independent sample means yielded results indicating a statistically significant difference in the two sets of reading test scores with the preschool group attaining significantly higher test scores than the non-preschool group. A review of literature includes information on the importance of early interventions that can be utilized in a preschool environment, the stages of early reading development that can be fostered in a preschool setting and the uses and benefits of computerized instruction such as Lexia. This study relates all information, results, and conclusions to how schools may be able to easier attain Annual Yearly progress as required by the No Child Left Behind Act of 2001 and encourages the re-allotment of funds to pay for early preschool classrooms containing early intervention programs instead of funding remediation programs in the upper elementary and middle grades.
Author: George Shannon Truman Publisher: ISBN: Category : Head Start programs Languages : en Pages : 364
Book Description
ABSTRACT: This study examined the influence of attending Head Start or Title I prekindergarten on student academic progress in reading and math as well as acquisition of appropriate work habits and conduct. The study tracked the rate of academic progress on two separate groups of Head Start attendees and two separate groups of Title I prekindergarten students as they progressed from kindergarten through grade three. In kindergarten through second grade, report card scores in reading, math, work habits, and conduct of students receiving an academic pre-kindergarten experience were compared to those of students with no academic pre-kindergarten experience. All children studied were from families with similar socioeconomic status. In third grade, the pre-test and post-test scores on the North Carolina End-of-Grade Test administered in reading and math in grade three were compared. A Hierarchical Linear Model measured the initial status and growth rate within and between students and a repeated measures analysis of variance was used to analyze the End-of-Grade Test data. The students having a Head Start or Title I prekindergarten experience demonstrated significant, modest gains over no pre-kindergarten experience children in acquisition of reading and math skills in kindergarten and first grade. There were no significant differences in reading and math performance among all four groups in second and third grades. Furthermore, there were no significant differences in the child's acquisition of work habits or appropriate conduct skills at any grade level.
Author: Kelli Tucker Publisher: ISBN: Category : Reading readiness Languages : en Pages : 154
Book Description
This causal comparative study sought to examine differences in reading readiness of kindergarteners who attended public school pre-k, both state and federally funded. Scores were examined for a convenience sample of 131 students who attended pre-k in the 2007-08 and 2008-09 school years in a school system in east central Alabama. The DIBELS were used to gather kindergarten data in order to examine significant differences in reading readiness. MANCOVA was used to analyze the data for significant differences. The results indicated there were no significant differences, after a full year in kindergarten, in reading readiness of children who attended state and federally funded public school pre-k. Significant differences were found at the middle of the kindergarten year.
Author: Claudia Maria Pereira
Author: Claudia Maria Pereira
Author: Melissa Hughes
Author: Emily M. Edgar
Author: Kristin Denton
Author: Monica M. Shaw
Author: Evyn Young Crocker
Author: George Shannon Truman
Author: Rebecca S. Mower
Author: 
Author: Kelli Tucker