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Early Intervention: Effects on Engli...

Miller, Teresa.

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Early Intervention: Effects on English Language Learners Literacy Achievement in Kindergarten.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Early Intervention: Effects on English Language Learners Literacy Achievement in Kindergarten./
Author:	Miller, Teresa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	72 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150980
ISBN:	9798678184863

Early Intervention: Effects on English Language Learners Literacy Achievement in Kindergarten.
Miller, Teresa.

Early Intervention: Effects on English Language Learners Literacy Achievement in Kindergarten. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 72 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (D.Ed.)--University of St. Francis, 2020.

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

This study tested the relationship between Minooka Community Consolidated School District 201 students who received early intervention for ELL services in preschool and those students who started ELL services in kindergarten. The study examined if the preschool early intervention ELL services increased student academic literacy growth in their kindergarten year. Pre- and post-test data were used to calculate student growth. The results were used to help determine if the ELL preschool early intervention was effective in increasing literacy growth as compared to like ELL peers not receiving the intervention during their kindergarten school year. All of the tests suggested that the experimental group that received the intervention did not make further gains than the control group. A survey was also used to compare kindergarten teachers' years of experience to their perception of the experimental group's literacy ability. The data from the survey were not statistically significant, indicating that there was no relationship between the teachers' years of teaching and their perception of the experimental group's literacy ability.

ISBN: 9798678184863Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

English language learners

Early Intervention: Effects on English Language Learners Literacy Achievement in Kindergarten.
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520 $a This study tested the relationship between Minooka Community Consolidated School District 201 students who received early intervention for ELL services in preschool and those students who started ELL services in kindergarten. The study examined if the preschool early intervention ELL services increased student academic literacy growth in their kindergarten year. Pre- and post-test data were used to calculate student growth. The results were used to help determine if the ELL preschool early intervention was effective in increasing literacy growth as compared to like ELL peers not receiving the intervention during their kindergarten school year. All of the tests suggested that the experimental group that received the intervention did not make further gains than the control group. A survey was also used to compare kindergarten teachers' years of experience to their perception of the experimental group's literacy ability. The data from the survey were not statistically significant, indicating that there was no relationship between the teachers' years of teaching and their perception of the experimental group's literacy ability.
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