The Effects of Prekindergarten on Kindergarten School Readiness as Measured by Reading Scores at Two Title I Schools

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Harris, S. (2015). The Effects of Prekindergarten on Kindergarten School Readiness as Measured by Reading Scores at Two Title I Schools. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This research study examined the effectiveness of prekindergarten (PK) on kindergarten school readiness. The parents or guardians of kindergarten students at two Title I schools located in an urban school district in the southeastern United States completed a questionnaire which allowed the researcher to identify each student's participation in a PK program. Parents also signed a consent form to allow the researcher to access the kindergartener's beginning-of-year reading scores for DIBELS Next Letter Naming Fluency (LNF), DIBELS Next First Sound Fluency (FSF), and mCLASS Reading 3D Text Reading Comprehension (TRC). Responses from the questionnaire were coded into three categories: students who had attended the school district's Bluebird PK program; students who had attended PK at another location; and students who had not attended a PK program. The LEA Office of Accountability provided the researcher with de-identified beginning-of-year reading data and students' demographics that were sorted into ethnicity, gender, disability, and limited English proficiency (LEP). A hierarchical regression model was run to categorize each kindergartener's performance on DIBELS Next LNF and FSF assessments. A logistic regression model was performed to ascertain the effects of TRC scores on the likelihood that students who attended a PK program prior to kindergarten entry would demonstrate proficiency. Results indicated that attendance in the Bluebird PK program and at other PK programs had a positive effect on kindergarteners' school readiness skills.

Details
Author

Harris, Sharone

Title

The Effects of Prekindergarten on Kindergarten School Readiness as Measured by Reading Scores at Two Title I Schools

Physical Description

1 online resource (78 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This research study examined the effectiveness of prekindergarten (PK) on kindergarten school readiness. The parents or guardians of kindergarten students at two Title I schools located in an urban school district in the southeastern United States completed a questionnaire which allowed the researcher to identify each student's participation in a PK program. Parents also signed a consent form to allow the researcher to access the kindergartener's beginning-of-year reading scores for DIBELS Next Letter Naming Fluency (LNF), DIBELS Next First Sound Fluency (FSF), and mCLASS Reading 3D Text Reading Comprehension (TRC). Responses from the questionnaire were coded into three categories: students who had attended the school district's Bluebird PK program; students who had attended PK at another location; and students who had not attended a PK program. The LEA Office of Accountability provided the researcher with de-identified beginning-of-year reading data and students' demographics that were sorted into ethnicity, gender, disability, and limited English proficiency (LEP). A hierarchical regression model was run to categorize each kindergartener's performance on DIBELS Next LNF and FSF assessments. A logistic regression model was performed to ascertain the effects of TRC scores on the likelihood that students who attended a PK program prior to kindergarten entry would demonstrate proficiency. Results indicated that attendance in the Bluebird PK program and at other PK programs had a positive effect on kindergarteners' school readiness skills.

Genre

doctoral dissertations

Subjects--Topics

Early childhood education

Degree

D.Ed.

Keywords

Early Childhood Education
Kindergarten School Readiness
Prekindergarten

Subject Area

Educational Leadership

Advisor(s)

Shore, Rebecca
Lambert, Richard

Committee Members

Lock, Corey
Shue, Pamela

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Harris_uncc_0694D_10756

Permalink

http://hdl.handle.net/20.500.13093/etd:105