Author: Kathleen M. GalivanPublisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 84
Book Description
The Effect of Georgia Prekindergarten Program on Kindergarten Reading Achievement
Author: Kathleen M. GalivanPublisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 84
Book Description
The Effect of Pre-kindergarten and Head Start Intervention on the Achievement of First Grade Students
Author: Kimberly Chevelle GriffinPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
Book Description
The purpose of this quantitative study was to investigate if there was any significant difference in the reading portion of the Criteria Reference Criterion Test (CRCT) of first grade students who attend pre-kindergarten and those who didn’t in rural southwest Georgia. The study investigated the effect of pre-kindergarten achievement intervention of first grade students. Two educators gave first grade students reading instruction on the five components in a 135 minute reading block on a daily basis.The Georgia Pre-kindergarten Program was established in 1993 to provide the state’s 4-year-olds with high-quality preschool experiences. The Head Start program was developed in 1965 as a comprehensive early childhood development program designed to provide education, health, and social services to low-income children, ages 3 and 5, and their families. School Readiness is an educational issue of growing concern.
Effects of Georgia Pre-kindergarten on Kindergarten Achievement
Author: Amy Snow ClarkPublisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 116
Book Description
A Longitudinal Evaluation of the Effect of Kindergarten on Reading Achievement on Boys and Girls at Main Elementary School in Rome, Georgia
Author: Donna Broadway HibbetsPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 106
Book Description
The Impact of the Georgia Pre-K Program on the Achievement Gap Between At-risk and Not-at-risk Students for Kindergarten Readiness as Measured by Teacher Perception and Student Assessments
Author: Candace Cooper LamonPublisher:
ISBN:
Category : Readiness for school
Languages : en
Pages : 256
Book Description
Does Attending a Pre-kindergarten Program Make a Difference in Academic Achievement?
Author: Shanna Elise HodgesPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
Book Description
This study investigated whether kindergarten students who attended a pre-kindergarten program had higher literacy scores on the Georgia Kindergarten Assessment Program Revised (GKAP-R) than those children who did not attend a state funded program.
Tools of the Mind
Author: Elena BodrovaPublisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
The Effect of the Pre-kindergarten Program on the Reading Achievement of African American Students
Author: Sebrina R. PalmerPublisher:
ISBN:
Category :
Languages : en
Pages : 56
Book Description
This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.
Quality and Effectiveness of Pre-kindergarten Programs in Georgia
Author: Council for School Performance (Ga.)Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 21
Book Description
Author: Benny Bernar Wade