Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

Autor/inn/en	Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara
Titel	Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study
Quelle	In: Education and Treatment of Children, 37 (2014) 3, S.431-460 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	School Readiness; Low Income Groups; At Risk Students; Program Effectiveness; Emergent Literacy; Literacy Education; Social Development; Self Control; Skill Development; Pilot Projects; Disadvantaged Youth; Beginning Reading; Comparative Analysis; Aggression; Prevention; Student Characteristics; Experimental Groups; Control Groups; Standardized Tests; Questionnaires; Interpersonal Competence; Parent Participation; Statistical Analysis; Children; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Frühleseunterricht; Soziale Entwicklung; Selbstbeherrschung; Kompetenzentwicklung; Qualifikationsentwicklung; Pilot project; Modellversuch; Pilotprojekt; Benachteiligter Jugendlicher; Erstleseunterricht; Prävention; Vorbeugung; Standadised tests; Standardisierter Test; Fragebogen; Interpersonale Kompetenz; Elternmitwirkung; Statistische Analyse; Child; Kind; Kinder
Abstract	Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot efficacy trial conducted through a community collaboration to examine the feasibility and impact of the KITS program with families from disadvantaged neighborhoods. Participating families were demographically representative of the larger populations in the participating school districts. Children who received the intervention demonstrated significantly greater improvements in letter naming, initial sound fluency, and understanding of concepts about print than their peers who did not participate in the intervention as well as decreases in aggressive responses to peer provocation and increases in self-regulation skills. Results suggest that a brief, focused school readiness intervention is feasible to conduct with low-income families and may improve critical skills. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01