Author: Chris CarriganPublisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 72
Book Description
Reading Readiness Comparing "at-risk" Kindergarten Students who Attended Full-day Versus Half-day Programs
Author: Chris CarriganPublisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 72
Book Description
Effects of All-day Vs. Half-day Kindergarten Programs on the Readiness Levels of At-risk Children
Author: Helen Karban SmithPublisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
A Comparison of Full-day Vs Half-day Kindergarten and the Effect on First Grade Reading Readiness
Author: Jennifer D. McGuirePublisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 84
Book Description
Examines the advantages and disadvantages to children of full day kindergarten and how it effects their ability in first grade.
Full-day Kindergarten Versus Half-day Kindergarten: a Longitudinal Analysis of Reading Development
Author: Steven WernerPublisher:
ISBN:
Category :
Languages : en
Pages : 81
Book Description
This study examined reading level differences between students enrolled in full-day kindergarten or half-day kindergarten programs at the end-of-kindergarten and beginning-of-second grade within a southeastern Pennsylvania school district. This quantitative research analyzed Developmental Reading Assessment, Second Edition scores from 1,238 students, involving 2,376 unique DRA2 tests, to examine potential reading level differences between half-day and full-day kindergarten students. At the end of kindergarten, full-day kindergarten student reading scores were found to be significantly higher when compared to half-day students. A comparison of scores from the beginning-of-second grade found full-day kindergarten students to score higher than half-day peers; however, this difference was not statistically significant. When measuring reading growth from kindergarten to second grade, half-day kindergarten reading growth was slightly higher than full-day, but this difference was not statistically significant. A final analysis using independent sample t-tests, along with an ANCOVA controlling for any reading differences at the end of kindergarten, showed no significant difference between groups. While full-day kindergarten students significantly outperforrned halfday counterparts at the end-of-kindergarten, once reading differences at the end-of kindergarten were controlled for, the programmatic treatment of half-day kindergarten and full-day kindergarten had no appreciable effect on beginning-of-second grade reading levels.
Reading Readiness
Author: Stacy Youngs ButlerPublisher:
ISBN:
Category :
Languages : en
Pages : 46
Book Description
Handbook of Early Childhood Intervention
Author: Jack P. ShonkoffPublisher: Cambridge University Press
ISBN: 9780521585736
Category : Psychology
Languages : en
Pages : 764
Book Description
Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
An Academic Comparison of Full-day and Half-day Kindergarten Students
Author: Steven E. KimballPublisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 121
Book Description
The purpose of this study was to determine if significant differences existed between the students who were enrolled in full-day kindergarten programs and those enrolled in half-day programs in literacy outcomes. The specific literacy skills examined were alphabet recognition, letter/sound relationship, phonemic awareness, and Reading Running Records.
Resources in Education
Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
Book Description
Increasing Achievement of At-risk Students at Each Grade Level
Author: James M. McPartlandPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 52
Book Description
A Study to Compare Readiness for First Grade Between Children Attending All-day Kindergarten and a Comparable Group Attending Half-day Session
Author: Joyce A. CondePublisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 62
Book Description
