The Effect of Preschool Experience on First Graders’ Reading Achievement

No Thumbnail Available

Links to Files


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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


The 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.