Differences in Literacy Scores Among Students Who Attended School-Based Prekindergarten, Head Start, and No Prekindergarten PDF Download
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Author: Melissa Hughes
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 101
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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: Melissa Hughes
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 101
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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: Anne Partika
Publisher:
ISBN:
Category : Developmental psychology
Languages : en
Pages : 114
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Book Description
Dual language learners (DLLs) – young children whose families speak a language other than English at home – are a growing demographic who make up nearly a third of the U.S. public preschool population, yet the system remains primarily focused on monolingual, English-speaking children. Although preschool participation has been found to be at least as supportive of school readiness for DLLs as for their English-only peers, a gap remains between these two groups in terms of English language and literacy at kindergarten entry. Further, preschool programs vary widely, and little is known about which type of preschool best supports DLLs’ school readiness. This paper examines differences in school readiness between DLLs who participated in two types of publicly funded preschool – Head Start and public school-based pre-K – among Spanish-speaking DLLs from predominantly low-income families in Tulsa, Oklahoma. The results of a difference-in-differences analysis show that students who attended public school-based pre-K experienced greater gains in both quantitative reasoning and English literacy than their peers who attended Head Start. These findings suggest that public pre-K may be more effective than Head Start at supporting DLLs’ academic school readiness.
Author: Monica M. Shaw
Publisher:
ISBN:
Category : Head Start programs
Languages : en
Pages : 91
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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:
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 116
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
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Author: Yusuke Moriguchi
Publisher: Frontiers Media SA
ISBN: 2889198006
Category : Child development
Languages : en
Pages : 459
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Book Description
Executive function refers to the goal-oriented regulation of one’s own thoughts, actions, and emotions. Its importance is attested by its contribution to the development of other cognitive skills (e.g., theory of mind), social abilities (e.g., peer interactions), and academic achievement (e.g., mathematics), and by the consequences of deficits in executive function (which are observed in wide range of developmental disorders, such as attention-deficit hyperactivity disorder and autism). Over the last decade, there have been growing interest in the development of executive function, and an expanding body of research has shown that executive function develops rapidly during the preschool years, with adult-level performance being achieved during adolescence or later. This recent work, together with experimental research showing the effects of interventions targeting executive function, has yielded important insights into the neurocognitive processes underlying executive function. Given the complexity of the construct of executive function, however, and the multiplicity of underlying processes, there are often inconsistencies in the way that executive function is defined and studied. This inconsistency has hampered communication among researchers from various fields. This Research Topic is intended to bridge this gap and provide an opportunity for researchers from different perspectives to discuss recent advances in understanding childhood executive function. Researchers using various methods, including, behavioral experiments, neuroimaging, eye-tracking, computer simulation, observational methods, and questionnaires, are encouraged to contribute original empirical research. In addition to original empirical articles, theoretical reviews and opinions/perspective articles on promising future directions are welcome. We hope that researchers from different areas, such as developmental psychology, educational psychology, experimental psychology, neuropsychology, neuroscience, psychiatry, computational science, etc., will be represented in the Research Topic.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Author: Claudia Maria Pereira
Publisher:
ISBN: 9781321977165
Category : Early childhood education
Languages : en
Pages : 190
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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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 250
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Author: United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 96
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