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The relationship between early child...

Lowery, Jennifer Nebelsick.

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The relationship between early childhood education and third-grade reading proficiency.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between early childhood education and third-grade reading proficiency./
作者:	Lowery, Jennifer Nebelsick.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629785
ISBN:	9781321071009

The relationship between early childhood education and third-grade reading proficiency.
Lowery, Jennifer Nebelsick.

The relationship between early childhood education and third-grade reading proficiency. - 121 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2014.

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

The transition into fourth grade is critical as students go from learning to read to reading to learn. Research supports the correlation of high school graduation rate with reading proficiency entering fourth grade. Early childhood education, birth to age eight, prepares students for the transition into reading to learn. Therefore, the purpose of this study was to identify the relationship between early childhood education and third-grade reading proficiency.

ISBN: 9781321071009Subjects--Topical Terms:

518817
Early childhood education.

The relationship between early childhood education and third-grade reading proficiency.
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245 1 4 $a The relationship between early childhood education and third-grade reading proficiency.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Fredrick Aderhold.
502 $a Thesis (Ed.D.)--University of South Dakota, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The transition into fourth grade is critical as students go from learning to read to reading to learn. Research supports the correlation of high school graduation rate with reading proficiency entering fourth grade. Early childhood education, birth to age eight, prepares students for the transition into reading to learn. Therefore, the purpose of this study was to identify the relationship between early childhood education and third-grade reading proficiency.
520 $a Research exists concerning the importance of end of third-grade reading proficiency and the economic impact of earning a high school diploma. There is research on early childhood education, but there is limited research connecting preschool education to third-grade reading scores. This quasi-experimental research study focused on five research questions that analyzed the relationship between preschool attendance and reading proficiency as well as non-academic demographic considerations. Preschool attendance was reported by the guardian. Economic status and gender were provided through the district registrar. Data were collected on reading proficiency entering kindergarten, first grade, second grade, and third grade as determined by the DIBELS assessment. Reading proficiency was determined at the end of third grade by Dakota STEP test. The unidentifiable data were provided by the district's registrar to the researcher. The sample size for second and third-grade data analysis was 207. The first-grade data analysis consisted of 118 of the 207. The kindergarten analysis consisted of 61 of the 207. The discrepancy in sample size is due to the district's implementation of DIBELS. A chi-square test of independence analyzed the relationship between reading proficiency and preschool attendance. The extent of non-academic considerations was studied using a three-way cross-tabulation chi-square test of independence.
520 $a Analyses of the sample revealed reading proficiency in kindergarten through third grade was not related to preschool attendance. Quality and length of preschool were not controlled in the study. Special Education was also not controlled for in the study. Preschool did not significantly close the achievement gap due to economic disadvantaged status. Preschool did not significantly close the achievement gap due to gender. The results indicate a need for further research and exploration into defining and studying high-quality early childhood education.
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650 4 $a Reading instruction. $3 2122756
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710 2 $a University of South Dakota. $b Educational Administration. $3 1681009
773 0 $t Dissertation Abstracts International $g 75-11A(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629785