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Literacy skills of kindergarten stud...

Goodwin, Marilyn G.

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Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district./
Author:	Goodwin, Marilyn G.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623306
ISBN:	9781303956812

Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district.
Goodwin, Marilyn G.

Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district. - 129 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

Nationwide, literacy is an educational focus. School districts want to narrow or close the achievement gaps in literacy. Schools activate plans to help children be more proficient in reading, and children who have a good grasp on literacy are successful in school. Literacy is not just part of reading, but it is part of many other subjects like science, social studies, and even math. Children who are exposed to literacy concepts and skills at an early age often prove to be better readers later in life. Preschool education has an effect on the literacy skills of kindergarten students. Research stresses the importance of language and literacy during the preschool and early primary grades. What is less known are the more immediate effects that preschool education has on kindergarten students. This quantitative correlational study examines the effects preschool education or no preschool education has on the literacy skills of kindergarten students. The study had 20 students who did not attend preschool and 54 who attended preschool (27 attended public preschool programs, 16 attended federally funded Head Start programs, and 11 attended private preschool programs). After analysis of the data, the hypothesis that preschool attendance had a positive impact on literacy skills of kindergarten students was accepted. This study also examined the relationship between kindergarten literacy skills and preschool full-day and half-day programs. The participants for this part of the study were the 54 students who attended preschool programs. Forty-nine of the students attended a full-day program, and five attended a part-day program. For which this question to be answered with greater confidence more participants are needed and more data gathered to support or reject that hypothesis. The low number of participants hindered the research and negatively affected the hypothesis for the research question. After the data was analyzed, it was determined that the alternative hypothesis that students who attend full-day programs in one Southeastern United States rural school district will have the same or lower scores in literacy on the MAP and AIMSweb assessments than those who attend half day was accepted.

ISBN: 9781303956812Subjects--Topical Terms:

518817
Early childhood education.

Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district.
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100 1 $a Goodwin, Marilyn G. $3 3177576
245 1 0 $a Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Katherine Green.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Nationwide, literacy is an educational focus. School districts want to narrow or close the achievement gaps in literacy. Schools activate plans to help children be more proficient in reading, and children who have a good grasp on literacy are successful in school. Literacy is not just part of reading, but it is part of many other subjects like science, social studies, and even math. Children who are exposed to literacy concepts and skills at an early age often prove to be better readers later in life. Preschool education has an effect on the literacy skills of kindergarten students. Research stresses the importance of language and literacy during the preschool and early primary grades. What is less known are the more immediate effects that preschool education has on kindergarten students. This quantitative correlational study examines the effects preschool education or no preschool education has on the literacy skills of kindergarten students. The study had 20 students who did not attend preschool and 54 who attended preschool (27 attended public preschool programs, 16 attended federally funded Head Start programs, and 11 attended private preschool programs). After analysis of the data, the hypothesis that preschool attendance had a positive impact on literacy skills of kindergarten students was accepted. This study also examined the relationship between kindergarten literacy skills and preschool full-day and half-day programs. The participants for this part of the study were the 54 students who attended preschool programs. Forty-nine of the students attended a full-day program, and five attended a part-day program. For which this question to be answered with greater confidence more participants are needed and more data gathered to support or reject that hypothesis. The low number of participants hindered the research and negatively affected the hypothesis for the research question. After the data was analyzed, it was determined that the alternative hypothesis that students who attend full-day programs in one Southeastern United States rural school district will have the same or lower scores in literacy on the MAP and AIMSweb assessments than those who attend half day was accepted.
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650 4 $a Early childhood education. $3 518817
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773 0 $t Dissertation Abstracts International $g 75-09A(E).
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792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623306