Ready or not: do preschool experiences impact early literacy skills?
File(s)
Date
2011-05-09Author
Juhlke, Jennifer
Anderson, Andrea
Buck, Molly
Advisor(s)
Woitaszewski, Scott
Metadata
Show full item recordAbstract
This study examined the role of the early childhood experiences that students are bringing with them as they enter Kindergarten, and investigated the impact of various types of early childhood experiences on student performance and outcomes on an early literacy tool. Researchers intended to measure how kindergartners in an Upper
Midwestern, suburban school district, who have participated in one or more early childhood programs, perform on Dynamic Indicators of Basic Early Learning Skills(DIBELS) when compared to kindergartners who have had no early childhood program exposure. Additionally, researchers considered whether there was statistically significant variation in early literacy skills (DIBELS) depending on type(s) of early childhood
experiences. Data analysis of results revealed that all students had some type of early childhood experience, but no statistically significant variation in the types of experiences
was found. The researchers feel that due to the multiple limitations faced during all phases of the research process, results should be viewed as a starting point to guide further research in the area of early literacy skills and early childhood educational experiences.
Subject
Early childhood education
Reading (Preschool)
Language arts (Early childhood)
Reading (Early childhood)
Early childhood
Kindergarten
School readiness
Early literacy
Reading readiness
Permanent Link
http://digital.library.wisc.edu/1793/53905Description
School Psychology Program Directed Research Project. 2011. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 19 p. Includes bibliographical references (p. 17-18).
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