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dc.contributor.authorClark, Erica
dc.contributor.programMasters of Educationen_US
dc.descriptionTo see paper in its entirety contact or call (410)337-6075.en_US
dc.description.abstractThe purpose of this study was to compare the reading achievement of first graders with and without preschool experience. The participants used in this study were three classes of first grade students. The measurement tool used in this study was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). A causal-comparative design was used to compare the first grade reading achievement of students with and without preschool experience. After conducting an analysis of variance (ANOVA) comparing nonsense word fluency and oral reading fluency by preschool experience, no significant results were found. Further research is needed with larger sample sizes and more grade levels to determine whether preschool has an effect on reading achievement.en_US
dc.format.extent27 p.en_US
dc.genreaction research papersen_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
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading (Elementary) -- Research
dc.subject.lcshEducation, Preschool -- Research
dc.subject.lcshReading (Preschool) -- Research
dc.titleThe Effect of Preschool Experience on First Graders’ Reading Achievementen_US

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