The Effects of Prefirst Grade as an Early Intervention Pathway for Students Who Present with Learning Needs in an Independent Elementary School
No Thumbnail Available
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2017-05-10
Type of Work
Department
Elementary and Special Education
Program
Masters of Education
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to examine the impact of prefirst enrollment on first grade
readiness based on measures of social-emotional and academic preparedness. This study included 11 first grade students who attended an independent school in Baltimore County. Prior
to this study, three students participated in a prefirst program, and eight students did not have a
prefirst experience. This study used a causal comparative design that included students from one
first grade classroom in the researcher’s school. The measurement tool used was progress report
results from the first trimester of the school year. The results concluded that there was no difference among students with prefirst experience and students with no prefirst experience. Research in this area should continue to determine whether prefirst is an effective transitional program for students who present with learning needs.