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Full Day Kindergarten Versus Half Day Kindergarten A Longitudinal Analysis Of Reading Development
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Book Synopsis Full-day Kindergarten Versus Half-day Kindergarten: a Longitudinal Analysis of Reading Development by : Steven Werner
Download or read book Full-day Kindergarten Versus Half-day Kindergarten: a Longitudinal Analysis of Reading Development written by Steven Werner and published by . This book was released on 2021 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined reading level differences between students enrolled in full-day kindergarten or half-day kindergarten programs at the end-of-kindergarten and beginning-of-second grade within a southeastern Pennsylvania school district. This quantitative research analyzed Developmental Reading Assessment, Second Edition scores from 1,238 students, involving 2,376 unique DRA2 tests, to examine potential reading level differences between half-day and full-day kindergarten students. At the end of kindergarten, full-day kindergarten student reading scores were found to be significantly higher when compared to half-day students. A comparison of scores from the beginning-of-second grade found full-day kindergarten students to score higher than half-day peers; however, this difference was not statistically significant. When measuring reading growth from kindergarten to second grade, half-day kindergarten reading growth was slightly higher than full-day, but this difference was not statistically significant. A final analysis using independent sample t-tests, along with an ANCOVA controlling for any reading differences at the end of kindergarten, showed no significant difference between groups. While full-day kindergarten students significantly outperforrned halfday counterparts at the end-of-kindergarten, once reading differences at the end-of kindergarten were controlled for, the programmatic treatment of half-day kindergarten and full-day kindergarten had no appreciable effect on beginning-of-second grade reading levels.
Book Synopsis Full-day and Half-day Kindergarten in the United States by : Jill Walston
Download or read book Full-day and Half-day Kindergarten in the United States written by Jill Walston and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Making the Most of Extra Time by : Amy Rathbun
Download or read book Making the Most of Extra Time written by Amy Rathbun and published by . This book was released on 2010 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children's gains in reading scores from the fall to spring of the kindergarten year. Results from the study provide evidence that: (1) Children in kindergarten programs that devote a larger portion of the school day to academic instruction, and to reading instruction in particular, make greater gains in reading over the school year than children who spend less time in such instruction; (2) Children tend to make optimal gains in reading when teachers use an equal balance of discrete literacy skills and comprehension skills instruction; and (3) Class size interacts significantly with some instructional practices to increase or decrease children's average reading gains in kindergarten. In summary, this brief provides some of the first evidence on how full-day kindergarten programs might structure instructional resources and practices in ways that prepare children for first grade and later school success. (Contains 3 figures and 4 endnotes.) [This Research Brief is based on work conducted for the dissertation, "Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement" (Rathbun, 2007).].
Book Synopsis Longitudinal Academic Growth and the Kindergarten Schedule by : Gayle Shovein Walkowiak
Download or read book Longitudinal Academic Growth and the Kindergarten Schedule written by Gayle Shovein Walkowiak and published by . This book was released on 2007 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Early Childhood Intervention by : Jack P. Shonkoff
Download or read book Handbook of Early Childhood Intervention written by Jack P. Shonkoff and published by Cambridge University Press. This book was released on 2000-05-22 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
Book Synopsis Children's Reading and Mathematics Achievement in Kindergarten and First Grade by : Kristin Denton
Download or read book Children's Reading and Mathematics Achievement in Kindergarten and First Grade written by Kristin Denton and published by DIANE Publishing. This book was released on 2002 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ECLS-K study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ECLS-K will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (HTH)
Book Synopsis Full-day and Half-day Kindergarten in the United States by : Jill Walston
Download or read book Full-day and Half-day Kindergarten in the United States written by Jill Walston and published by . This book was released on 2004 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Children, Schools, And Inequality by : Doris R. Entwisle
Download or read book Children, Schools, And Inequality written by Doris R. Entwisle and published by Routledge. This book was released on 2019-08-28 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary s
Book Synopsis A Longitudinal Study Comparing the Achievement of Students who Attended Full-day Or Half-day Kindergarten Programs by : Lynn S. Thompson
Download or read book A Longitudinal Study Comparing the Achievement of Students who Attended Full-day Or Half-day Kindergarten Programs written by Lynn S. Thompson and published by . This book was released on 1990 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preventing Early School Failure by : Robert E. Slavin
Download or read book Preventing Early School Failure written by Robert E. Slavin and published by . This book was released on 1994 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning and Teaching Early Math by : Douglas H. Clements
Download or read book Learning and Teaching Early Math written by Douglas H. Clements and published by Routledge. This book was released on 2009-04-01 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Book Synopsis The Effects of Full Day Versus Half Day Kindergarten by : Jonathan A. Plucker
Download or read book The Effects of Full Day Versus Half Day Kindergarten written by Jonathan A. Plucker and published by . This book was released on 2004 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3) How is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. [This report was prepared by the Center for Evaluation and Education Policy, Indiana University (formerly the Indiana Education Policy Center) for the Indiana Association of Public School Superintendents.].
Book Synopsis Does a Day Make a Difference? by : Candace L. Mcintosh
Download or read book Does a Day Make a Difference? written by Candace L. Mcintosh and published by . This book was released on 2006 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Book Synopsis The Effects of Full-day Kindergarten Programs and Half-day Kindergarten Programs by : Susan E. Horvath
Download or read book The Effects of Full-day Kindergarten Programs and Half-day Kindergarten Programs written by Susan E. Horvath and published by . This book was released on 2002 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Tools of the Mind by : Elena Bodrova
Download or read book Tools of the Mind written by Elena Bodrova and published by Taylor & Francis. This book was released on 2024-04-24 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Book Synopsis Literacy Instruction in Half- and Whole-day Kindergarten by : Lesley Mandel Morrow
Download or read book Literacy Instruction in Half- and Whole-day Kindergarten written by Lesley Mandel Morrow and published by . This book was released on 1998 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors describe the results of their study of one school where some kindergarten classes were changed from half-day to full-day sessions. They include specific details about their methodology and assessment results and suggest plans for designing the curriculum and organinzing the classroom for both full- and half-day sessions.
Book Synopsis Ed480 265 - Reading by : Kristin Denton
Download or read book Ed480 265 - Reading written by Kristin Denton and published by BiblioGov. This book was released on 2013-10 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kindergarten and first grade represent a time of rapid growth and learning'for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the United States Department of Education's National Center for Education Statistics (NCES), strives to help fill this gap in knowledge. The study, which follows the academic progress of a nationally representative sample of children from kindergarten through fifth grade, provides information about children's reading achievement in early elementary school. This special analysis summarizes finding from the ECLS-K on children's reading skills through the first two years of school and the classroom experience of beginning readers. It explores some of the factors that relate to kindergartners' reading skills, such as the literacy environment in the home. In addition, the analysis focuses on differences in the instructional practices used to teach reading in kindergarten and the emphasis placed on various reading activities and skills. The special analysis concludes by examining the relationship between the type of kindergarten program (full-day or half-day) children attend and their reading skills and achievement.
