Author: Sherian M. DillerPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 108
Book Description
The purpose of this study was to investigate the academic benefits in literacy of extended-day kindergarten for at-risk students who were enrolled in an extended-day program during the school years of 2000-2005. One hundred and fifty students attended a half-day session of kindergarten and the other half of the school day was spent in a kindergarten session with 14 or fewer students, who were identified as at-risk in their literacy development. The findings of the study indicated that 65% of the students who were identified as at-risk in their literacy development and attended an extended-day kindergarten program met grade level literacy expectations. In addition, there was noted sustained progress of the number of at-risk extended-day kindergarten students who achieved grade level status as they progressed through the grades in subsequent school years. Another finding suggested that the longer the extended-day program was in existence, the higher the percentage of students who exited kindergarten having met grade level expectations. Finally, 5% of the identified students qualified for learning support special education services and during the 2004-05 school year, 44% of the identified students were enrolled in Title I remedial reading/writing services. Perceptions of both teachers and parents regarding students' literacy growth were also examined. Teachers' perceptions of students' progress in literacy varied however most were positive. The percentage of students who were rated as proficient/advanced ranged from a low of 34.8% in fluency to a high of 62.5% in phonemic awareness. The results of the research suggested that parents overwhelmingly support an extended-day kindergarten program.
