The Effect of Pre-K and Other Prior Experiences on Early Literacy and Reading Success in Kindergarten

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dc.contributor.authorSchafer, Colleen
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-03-09T20:42:17Z
dc.date.available2016-03-09T20:42:17Z
dc.date.issued2011-05
dc.descriptionTo see paper in its entirety contact archives@goucher.edu or call (410)337-6075.en_US
dc.description.abstractThe 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.en_US
dc.format.extent50 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2V73Z
dc.identifier.urihttp://hdl.handle.net/11603/2477
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading (Early childhood) -- Research
dc.subject.lcshPreschool children -- Research
dc.titleThe Effect of Pre-K and Other Prior Experiences on Early Literacy and Reading Success in Kindergartenen_US
dc.typeTexten_US

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