What Do They Know When They Get There? The Relationship of Head Start, More at Four/NC Pre-K, Private Preschool Programs and No Preschool Experiences to Kindergarteners' Reading/Literacy Readiness

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Autor/in	Hysell, June C.
Titel	What Do They Know When They Get There? The Relationship of Head Start, More at Four/NC Pre-K, Private Preschool Programs and No Preschool Experiences to Kindergarteners' Reading/Literacy Readiness
Quelle	(2013), (151 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-3853-3
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Preschool Education; Private Schools; Kindergarten; Reading Readiness; Literacy Education; Preschool Children; Correlation; Learning Experience; Scores; Sex; Ethnicity; English (Second Language); Disabilities; Lunch Programs; Data Collection; Public Schools; Rural Schools; County School Districts; Program Effectiveness; Hypothesis Testing; Comparative Analysis; Teacher Surveys; State Standards; Reading Skills; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Private school; Privatschule; Reading rate; Reading speed; Lesegeschwindigkeit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Korrelation; Lernerfahrung; Geschlecht; Geschlechtsverkehr; Ethnizität; English as second language; English; Second Language; Englisch als Zweitsprache; Handicap; Behinderung; Mittagessen; Data capture; Datensammlung; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hypothesenprüfung; Hypothesentest; Reading skill; Lesefertigkeit
Abstract	This descriptive study provides a snapshot of the correlations between a child's learning experiences a year before entering kindergarten and the reading/literacy skills a child has entering kindergarten. Early literacy assessment scores were used to evaluate the effectiveness of four categories of learning experiences prior to entering kindergarten, Head Start, NC Pre-K/More At Four, private preschools and no formal preschool experience. The study presents data which looked at the effects on gender, ethnicity, English as a second language, students with disabilities and students that received free/reduced lunches. The researcher collected initial kindergarten Book and Print Assessment scores from two academic school years 2011-2012 and 2012-2013 obtaining data from current participating kindergarten and first grade teachers. Data was also collected from participating parents. Students resided and attended public schools in six rural elementary and primary schools in five school districts across four counties in North Carolina. Student reading scores and the first four selected demographics were provided by the public school teachers by consent of the participating parents. The data indicated that private preschools were providing the most effective reading/literacy readiness across all hypotheses. The state preschool program NC Pre-K (which took over the More At Four program in the summer of 2011) and the former More At Four preschool program was second to the private preschools. The federal Head Start program was comparable to the state programs and was more effective in some areas than the More At Four program. Students that had no experience in any preschool programs scored better than expected. Kindergarten and first grade teachers also participated in a teacher survey rating the four categories to ten Common Core Standards for comparable kindergarten reading/literacy skills. Again, the private preschools were most effective for 2012-2013 kindergarten students and the More At Four program was shown to be the most effective for kindergarten students in the 2011-2012 school year just ahead of the private preschool programs. There are many variables contained within this study just as any early childhood experience has many facets. Many studies can be generated to explore further areas of interest. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01