A Comparative Analysis of Preschool Attendance and Reading Achievement among Second-Grade Students

Autor/in	Burton, Kelly Latham
Titel	A Comparative Analysis of Preschool Attendance and Reading Achievement among Second-Grade Students
Quelle	(2011), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-2521-2
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Social Change; Comparative Analysis; Grade 2; Piagetian Theory; Learning Theories; Elementary School Students; Reading Achievement; Academic Achievement; Attendance; Preschool Children; Predictor Variables; Statistical Analysis; Rural Schools; Constructivism (Learning); Control Groups; Experimental Groups; Cognitive Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Sozialer Wandel; School year 02; 2. Schuljahr; Schuljahr 02; Learning theory; Lerntheorie; Leseleistung; Schulleistung; Anwesenheit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Prädiktor; Statistische Analyse; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kognitive Entwicklung
Abstract	Preschool attendance is considered an important factor for predicting later success in literacy achievement. This quantitative ex-post facto study examined whether attendance of public prekindergarten is related to improved reading achievement in 2nd grade students in a rural, southeastern school district. The learning theories of Piaget, Bandura, and Vygotsky were used as theoretical frameworks guiding the study. Measures of Academic Progress (MAP) reading scores for second grade students were compared across experimental (those who attended public prekindergarten, n=46) and control (those who did not attend public prekindergarten, n=52) groups. Results from the multi-factor analysis of variance showed that reading achievement was significantly higher for students who had attended public prekindergarten which supports the positive effect of prekindergarten programs on the cognitive development of children. Implications for positive social change include understanding factors that can contribute to reading success of elementary school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10