Early Intervention for Kindergarten-Aged Students: Providing an Academic Advantage to Promote Reading Growth

Autor/inn/en	Sullivan, Stephanie D.; Grant, Christina E.; Patel, Samir
Titel	Early Intervention for Kindergarten-Aged Students: Providing an Academic Advantage to Promote Reading Growth
Quelle	In: Educational Research Quarterly, 46 (2023) 3, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Early Intervention; Kindergarten; Young Children; Academic Achievement; Reading Improvement; Reading Achievement; Early Childhood Education; School Readiness; Achievement Gains; Primary Education; Elementary School Students; Longitudinal Studies + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schulleistung; Leseleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Achievement gain; Leistungssteigerung; Primarbereich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Achievement gaps in learning can be identified as early as entry into kindergarten. This longitudinal study explored reading outcomes of 60 students over the course of five years to determine the impact of an additional year of school prior to kindergarten. The program was created to provide alternative options for students who attended preschool but still required an additional year of maturation and cognitive development to promote school readiness. Students that participated in the early intervention program were compared with students that advanced through the traditional progression of preschool through Grade 3. Academic growth was measured using school entry scores in kindergarten with scores at the end of Grade 3. Although the early intervention group entered school at a lower achievement level, results indicated the early intervention group demonstrated greater growth at Grade 3. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01