Browsing by Subject "Reading (Early childhood) -- Research"
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Item The Effect of Parental Involvement on Reading Comprehension(2011-05) Greaver, Lauren; Masters of EducationThe purpose of this study was to determine whether parent involvement would improve reading comprehension of prekindergarten students over a four week period. The measurement tool was an informal reading inventory assessment. This study involved the use of a pretest/post-test design to compare data between the control and experimental groups from March 2011 to April 2011. The analysis revealed that parental involvement had no impact on student reading achievement. Both the experimental and control groups experienced significant increases in their reading scores. The results of this study were likely due to student maturation and direct classroom instruction. Further research regarding the effects of parental involvement should be conducted to determine the long term benefits of improving student achievement.Item The Effect of Pre-K and Other Prior Experiences on Early Literacy and Reading Success in Kindergarten(2011-05) Schafer, Colleen; Masters of EducationThe purpose of this study was to determine whether differences in experiences prior to kindergarten have an impact on children’s early literacy and reading success in kindergarten. Students came from a convenience sample and were not randomly assigned to prior experience groups, which included public Pre-Kindergarten (Pre-K), private preschool or nursery school, childcare or daycare center, or home-based care. The DIBELS was used to determine children’s level of success in several areas of early literacy both in the beginning and the middle of the 2010-2011 school year. In the beginning of the year, children were administered the Letter Naming Fluency and Initial Sound Fluency subtests. In the middle of the year, children were administered the same subtests in addition to the Phoneme Segmentation Fluency and Nonsense Word Fluency subtests. No significant differences were found in any subtest between children of different prior experience groups. Therefore, the null hypothesis failed to be rejected. This paper discusses practical and theoretical implications, such as the value of public Pre-K in reducing the early achievement gap for at-risk children, as well as threats to validity. This researcher makes recommendations for future research, including the ideas that research be conducted over a longer period of time and that children be tested in other areas using different testing instruments.