A Study of Pre-kindergarten Screening at Selected Elementary Schools PDF Download
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Author: John Ruxton Laidlaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 220
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Book Description
Author: John Ruxton Laidlaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 220
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Book Description
Author: Patricia Ryan Telander
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 98
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Book Description
Author: James G. White
Publisher:
ISBN:
Category :
Languages : en
Pages : 151
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Book Description
Scope and Method of Study: This naturalistic inquiry case study explored a selected pre- kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early childhood educators, and observations of pre-kindergarten classrooms were conducted.
Author: Wanda Maldonado
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.
Author: Rita Tobin Aaron
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 59
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Book Description
Author: Carol S. Israel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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Book Description
Author: Ralph Hoepfner
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 124
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Book Description
Author: John Michael Lausch
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
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Book Description
Advisor: Joyce A. Pittman.
Author: Veronica Fanelle Guerra
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the impact on the academic performance of Hispanic pre-kindergarten students after participating in a three year structured literacy program compared to the academic performance of Hispanic prekindergarten students not in a structured literacy program in selected elementary schools in the Laredo Independent School District in Texas. This study's objective was to determine if participation in a structured literacy program is beneficial. This study will provide information and direction for district educators and school leaders contemplating the benefits of a three year old pre-kindergarten program at all district campuses. The researcher's hypothesis that young Hispanic children, given the opportunity to attend a three year old structured literacy program, will acquire literacy skills and perform academically above what is normally is expected for this age group, is supported by literature and studies reviewed. Key to the purpose of this study is the understanding that as children grow and develop in today's competitive society, literacy is important because it provides a foundation for life-long learning. For that reason it becomes necessary to educate all children at an early age. Given that in today's volatile educational system, a comprehensive early childhood program has not been adopted much less one that focuses on pre-literacy and literacy skills; it is vital to examine the possible benefits. Currently, school districts and private institutions allow children to enter a kindergarten at different levels of literacy development and reading readiness; this is even truer for today's divergent and burgeoning Hispanic population. Based on research, students tend to fare better, both short-term and long-term when allowed to enter an early educational setting. While no specific program is identified as key to this success, it only stands to reason that one that is structured and that has a well defined curriculum would fare better. Conclusions from this study provide data reflecting a need to provide an early pre-literacy program, improvement of teacher training, and greater parental involvement. It is this researcher's contention that schools benefit from further research regarding the implementation of like programs in other geographic regions and with other participants.
