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Author(s)

Juhlke, Jennifer; Anderson, Andrea; Buck, Molly

Advisor(s)

Woitaszewski, Scott

Degree

Ed.S, School Psychology

Date

May 09, 2011

Subject(s)

Early childhood education; Reading (Preschool); Language arts (Early childhood); Reading (Early childhood); Early childhood; Kindergarten; School readiness; Early literacy; Reading readiness

Abstract

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.

Description

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).

Permanent link

http://digital.library.wisc.edu/1793/53905 

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Part of

UWRF School Psychology Program Directed Research Projects

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