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The effect of preschool on reading a...

McKinney, Reisha Monique.

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The effect of preschool on reading achievement among kindergarten students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of preschool on reading achievement among kindergarten students./
Author:	McKinney, Reisha Monique.
Description:	99 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576745
ISBN:	9781303578779

The effect of preschool on reading achievement among kindergarten students.
McKinney, Reisha Monique.

The effect of preschool on reading achievement among kindergarten students. - 99 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2013.

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

As early childhood education continues to move to the forefront of public policy debate, more attention is being paid to early literacy. Strickland and Riley-Ayers (2006) indicated that early literacy and early learning opportunities play a vital role in academic achievement. This study invested whether there were statistically significant relationships between preschool attendance based on the reading and language arts scores from the Georgia Kindergarten Inventory Developing Skills test. The study also determined if there were differences in the reading and language arts for those who attended preschool and those who did not based on free/reduced and full paid lunch.

ISBN: 9781303578779Subjects--Topical Terms:

1017530
Education, Early Childhood.

The effect of preschool on reading achievement among kindergarten students.
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020 $a 9781303578779
035 $a (MiAaPQ)AAI3576745
035 $a AAI3576745
040 $a MiAaPQ $c MiAaPQ
100 1 $a McKinney, Reisha Monique. $3 3171166
245 1 4 $a The effect of preschool on reading achievement among kindergarten students.
300 $a 99 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Rose McNeese.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a As early childhood education continues to move to the forefront of public policy debate, more attention is being paid to early literacy. Strickland and Riley-Ayers (2006) indicated that early literacy and early learning opportunities play a vital role in academic achievement. This study invested whether there were statistically significant relationships between preschool attendance based on the reading and language arts scores from the Georgia Kindergarten Inventory Developing Skills test. The study also determined if there were differences in the reading and language arts for those who attended preschool and those who did not based on free/reduced and full paid lunch.
520 $a The study was conducted over 9 months, initiating the efforts of 206 kindergarten students and 17 teachers. An examination of teachers' responses using teacher demographic data sheet, school lunch status, pre-kindergarten status, gender, and ethnicity for each of the four elementary schools. One way-repeated measures ANOVA and three-way mixed model ANOVA with time as a repeated measures variable, pre-k status and free lunch status as between groups variables, was computed to follow up on the significant chi-square result.
520 $a This study revealed through one-way ANOVA repeated measures that lunch status had a statistically significant effect on a kindergarten achievement. This study also revealed through two-way chi-square analyses whether the unexpected differences between students who did and did not attend pre-k (with students not attending pre-k scoring higher on many of the time 1 test components) and determined pre-k attendees differed from non pre-k attendees on free lunch status (a common proxy for SES). From these analyses, it is concluded that pre-kindergarten had a significance on pre-kindergarten and lunch status. Yet, the analyses did not reveal a significant effect on kindergarten achievement.
590 $a School code: 0211.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Leadership. $3 1035576
690 $a 0518
690 $a 0535
690 $a 0449
710 2 $a The University of Southern Mississippi. $b Educational Leadership and School Counseling. $3 3171167
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576745