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An Analysis of Foundational Literacy in Pre-K and Its Effects on Third Grade Reading Proficiency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of Foundational Literacy in Pre-K and Its Effects on Third Grade Reading Proficiency./
Author:	Beard, Sharonda Y.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28414526
ISBN:	9798516921308

An Analysis of Foundational Literacy in Pre-K and Its Effects on Third Grade Reading Proficiency.
Beard, Sharonda Y.

An Analysis of Foundational Literacy in Pre-K and Its Effects on Third Grade Reading Proficiency. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 144 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2021.

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

With the increasing academic gap in public schools, it is important that students are exposed to education at an early age if possible. This causal-comparative research study sought to explore the impact of Pre-K attendance and foundational literacy on academic achievement at the end of the third-grade year. Student achievement was measured using iReady formative assessment scale scores and initial reading placement upon entering third grade. The assessment tested the students' foundational reading skills, comparing students who attended a Pre-K program to those who did not attend a Pre-K program. Results from the study showed a significant difference in the overall scale scores and student placement but did not show a substantial difference in student ethnicity or gender.

ISBN: 9798516921308Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

3rd grade

An Analysis of Foundational Literacy in Pre-K and Its Effects on Third Grade Reading Proficiency.
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500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Henson, Sheridan W. S.;Dickerson, John David.
502 $a Thesis (Ed.D.)--Trevecca Nazarene University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a With the increasing academic gap in public schools, it is important that students are exposed to education at an early age if possible. This causal-comparative research study sought to explore the impact of Pre-K attendance and foundational literacy on academic achievement at the end of the third-grade year. Student achievement was measured using iReady formative assessment scale scores and initial reading placement upon entering third grade. The assessment tested the students' foundational reading skills, comparing students who attended a Pre-K program to those who did not attend a Pre-K program. Results from the study showed a significant difference in the overall scale scores and student placement but did not show a substantial difference in student ethnicity or gender.
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