Kindergarten Efficacy: A Comparative Analysis of Literacy Achievement Outcomes and Length And Time of Kindergarten Programs
Huck, Staci M.
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This study explores the impact of full-day kindergarten versus half-day kindergarten on student literacy achievement. The participant samples were drawn from a suburban school district in the Midwest. This study uses the district's mandated DIBELS (Dynamic Indicators or Basic Early Literacy Skills) assessment for letter fluency. The assessment aims to identify students who may need additional literacy support early. The literacy data obtained were examined, in this case, to measure possible relationships between fall-day kindergarten and half-day kindergarten programs. Evidence revealed in this study suggests that those students exposed to full-day kindergarten display greater literacy growth than their peers in half-day kindergarten. Unlike previous research that looked at the impact of all-day kindergarten on urban and low- income students, this study took place in a more affluent district. Still students in the all-day classes showed significant differences in their letter fluency achievement when compared to either only AM or PM half-day kindergarten students.
Dynamic Indicators or Basic Early Literacy Skills