The Effects of Prefirst Grade as an Early Intervention Pathway for Students Who Present with Learning Needs in an Independent Elementary School

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dc.contributor.authorSingletary, Andonia
dc.contributor.departmentElementary and Special Educationen_US
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2017-05-10T16:16:25Z
dc.date.available2017-05-10T16:16:25Z
dc.date.issued2017-05-10
dc.description.abstractThe 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.en_US
dc.format.extent22 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M29K1P
dc.identifier.urihttp://hdl.handle.net/11603/3907
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.subjectPrefirsten_US
dc.subjectFirst gradeen_US
dc.subjectKindergartenen_US
dc.subjectRetentionen_US
dc.subjectTransitional programen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Prefirst Grade as an Early Intervention Pathway for Students Who Present with Learning Needs in an Independent Elementary Schoolen_US
dc.typeTexten_US

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