Impact of Preschool Education on Reading Achievement of Kindergarten Through Fifth Grade Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Impact of Preschool Education on Reading Achievement of Kindergarten Through Fifth Grade Students PDF full book. Access full book title Impact of Preschool Education on Reading Achievement of Kindergarten Through Fifth Grade Students by Melissa Harvey Clark. Download full books in PDF and EPUB format.
Author: Melissa Harvey Clark
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 208
Get Book Here
Book Description
Author: Melissa Harvey Clark
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 208
Get Book Here
Book Description
Author: Sue Ellen Kanigsberg
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 103
Get Book Here
Book Description
This work examined variations in preschool education and the subsequent impact on first grade reading achievement in a sample of 64 children. The study was divided into three parts. The first part involved kindergarten and first grade teachers participating in a focus group interview where they were asked to share their views on issues relating to school readiness and the important early literacy skills children acquire during the preschool years. The second part of the study involved parents of second grade children reflecting on their child's early literacy preschool experiences. A survey was used to determine the child's preschool setting and the self-reported literacy practices used by parents with regards to their child's preschool experiences. The third part of the study examined DIBELS archival data that served as an intensive focus on measures of phonemic awareness and projected reading achievement. Results demonstrated that children who attended non-parental home-based preschool were slightly lower-performing kindergarteners in the area of early literacy. Findings generally confirm that children who attend a public pre-kindergarten setting enter kindergarten with somewhat higher levels of academic skills than children from other preschool settings.
Author: Pamela Perry Randall
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Get Book Here
Book Description
While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia Preschool Initiative Program. This study was designed to investigate the educational impact of the state-funded preschool program on the academic achievement of at-risk students who attended school from 1999-2002. These students' third- and fifth-grade Standards of Learning tests, in the subject areas of mathematics and reading, were compared using T-tests and ANOVA calculations to determine if there existed any statistically significant differences in academic achievement. Results from the investigation did not find any significant differences in achievement between those students who attended preschool and those who did not. In fact, reading scores were higher for those female students who did not attend preschool.
Author: Eric Goggins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
Get Book Here
Book Description
Author: April R. Byrd
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0
Get Book Here
Book Description
The problem this study addressed is the lack of access to high-quality public-school early childhood education for children in small, rural communities in Missouri. The purpose of this quantitative study was to analyze the effects of public-school early childhood education on the reading levels of elementary students in two small midwestern schools. The goal of this study was to add to the body of existing knowledge regarding the impact of early childhood education on students. This study has provided district leaders and stakeholders in Missouri with valuable information to consider when analyzing the cost-benefit factor of adding a preschool program. The results of the independent t-tests on the student data showed that attending one year of preschool did not cause a statistically significant impact on reading achievement of students that participated in the study. While the data did not reflect that all tests in a grade level were statistically significant, there was one set of assessment data per grade level that was significant. The kindergarten letter sound fluency scores from students in School A, the Spell a Sound assessment scores for first graders in School A, second grade Spell a Sound scores from School B, and the third grade MAP scores from School B were all statistically significant. These four tests showed that attending at least one year of public-school preschool did have a significant impact on students’ reading proficiency later in elementary school. Further research is needed to confirm that the significance is in fact correlated to preschool enrollment.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Get Book Here
Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
Get Book Here
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Sandra Jones Woods
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Get Book Here
Book Description
Author: Kelsey Musselman Carroll
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 392
Get Book Here
Book Description
The purpose of this study was to examine the impact of preschool education on students' kindergarten readiness and subsequent kindergarten performance in a low socioeconomic primary school. There are several factors that influence a child's readiness for school, including the children's natural talents and abilities, their families, their early environments, their schools, and their communities. -- The setting for this research was a primary school located within a small, urban school district in the piedmont area of North Carolina. For the purpose of this study, all kindergarten students were placed into three subgroups: kindergarten students who attended the prekindergarten program at the primary school, kindergarten students who attended an outside prekindergarten program in the surrounding community, and kindergarten students who have no record of prekindergarten attendance. -- The study's methodology included assessing all kindergarten students prior to the start of the school year using the fourth edition of the Developmental Indicators for the Assessment of Learning (DIAL-4) kindergarten readiness screening assessment, and then comparing these scores to a) whether or not the student attended a prekindergarten program prior to starting school; and b) student achievement data recorded at three benchmark checkpoints (3, 5, and 7 months) throughout the kindergarten school year. Data on teacher perceptions of the effect of preschool on kindergarten readiness and student achievement were also collected and analyzed. -- When looking at kindergarten readiness, results suggest that children who attended a prekindergarten program prior to starting school scored significantly higher on the DIAL-4 readiness screening assessment than their peers who did not attend prekindergarten. In further analyzing the data, students who attended a prekindergarten program in the surrounding community scored significantly higher on the DIAL-4 readiness screening assessment than students who either attended the district prekindergarten program or did not attend prekindergarten. -- When looking at subsequent kindergarten performance, students who were originally identified as being ready for school did not, after 7 months of classroom instruction, score significantly higher in literacy, math or social development than their peers who were originally identified as being delayed. Additionally, students who attended a prekindergarten program prior to starting school did score significantly higher in math proficiency than their peers who did not attend prekindergarten, but there were no significant differences between the two groups for either literacy or social development.
Author: Mary Helen McShane
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 56
Get Book Here
Book Description
