A Comparison of Full-day Vs Half-day Kindergarten and the Effect on First Grade Reading Readiness PDF Download
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Author: Jennifer D. McGuire
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 84
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Book Description
Examines the advantages and disadvantages to children of full day kindergarten and how it effects their ability in first grade.
Author: Jennifer D. McGuire
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 84
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Book Description
Examines the advantages and disadvantages to children of full day kindergarten and how it effects their ability in first grade.
Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
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Book Description
The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Book Description
Author: James M. McPartland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 52
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Book Description
Author: Monique M. Ostbo
Publisher:
ISBN:
Category :
Languages : en
Pages : 72
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Book Description
Since 1837, kindergarten has been structured around both full and half-day programs. Much research has been done on the benefits and advantages of full-day kindergarten and due to the results of the studies, more school districts are converting their kindergarten programs. Although some of this research is convincing, I was left to wonder about the half-day kindergarten programs that are still in effect. Are they still effective at teaching what needs to be taught? Are those children reaching the kindergarten standards? Are the students entering first grade with the same background knowledge of their classmates who attended a full-day kindergarten? These are the questions I sought answers to in a qualitative study which utilized observations, fieldnotes, interviews, and review of assessment documents. The primary focus was to generate a report of first grade reading readiness which would benefit adminstrators, educators, and parents alike.
Author: Patrick M. Bickers
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 78
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Book Description
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 910
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Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Book Description
Author: Steven Werner
Publisher:
ISBN:
Category :
Languages : en
Pages : 81
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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.
Author: Ronald C. Martella
Publisher: Guilford Press
ISBN: 1462509746
Category : Education
Languages : en
Pages : 690
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Book Description
This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
