The Effect of the Pre-kindergarten Program on the Reading Achievement of African American Students PDF Download
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Author: Sebrina R. Palmer Publisher: 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.
Author: Sebrina R. Palmer Publisher: 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.
Author: Kimberly Chevelle Griffin Publisher: 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.
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: Holly K. Craig Publisher: Routledge ISBN: 1317801407 Category : Education Languages : en Pages : 227
Book Description
Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy.
Author: Sebrina R. Palmer
Author: Sebrina R. Palmer
Author: Kimberly Chevelle Griffin
Author: Marva Coates
Author: Emily M. Edgar
Author: 
Author: Holly K. Craig
Author: Alice M. Wise
Author: Kathleen M. Galivan
Author: Robert Duwain Christiana
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