The Effects of Preschool Attendance on First Grade Reading Achievement
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Masters of Education
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Abstract
The purpose of this causal-comparative study was to determine if different types of preschool experiences had a differential effect upon students‟ reading achievement when compared with the reading achievement of students who have had no preschool experience. The participants in this study were enrolled in a public school located in Anne Arundel County, Maryland, for the 2010-2011 school year. Both DIBELS and Running Record scores were collected from the September and January assessments for the 37 participants. An analysis of variance was run for both DIBELS (Nonsense Word Fluency and Oral Reading Fluency) and Running Records (Oral Fluency and Comprehension). The findings indicated that there was not a statistically significant difference in the performance of students who attended private preschool, versus the performance of those who attended public or no preschool programs. Future studies should consider including more participants and including participants from a variety of geographic areas.