Examining the Relationship between Information Obtained at Kindergarten Registration and Reading Comprehension Six Years Later

Autor/in	Swartz, Paige Colwell
Titel	Examining the Relationship between Information Obtained at Kindergarten Registration and Reading Comprehension Six Years Later
Quelle	(2013), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9858-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Young Children; Reading Comprehension; Correlation; Comparative Analysis; Predictor Variables; Elementary School Students; High Stakes Tests; School Districts; Rural Schools; Reading Tests; Regression (Statistics); Vocabulary Skills; Scores; Socioeconomic Status; Risk Assessment; Reading Instruction; Student Evaluation; Criterion Referenced Tests; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; Leseverstehen; Korrelation; Prädiktor; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lesetest; Regression; Regressionsanalyse; Aktiver Wortschatz; Socio-economic status; Sozioökonomischer Status; Risikoabschätzung; Leseunterricht; Schulnote; Studentische Bewertung
Abstract	The purpose of this correlational study was to determine if variables known upon a group of students' enrollment in kindergarten had a significant relationship with their high-stakes reading assessment results obtained six years later, in the students' fifth grade year. Archival data was gathered from a rural northern Georgia school district. After a correlation matrix was constructed to examine the relationships among all variables of interest, bivariate linear regressions were used to determine whether the predictor variables explained any variance in the results of the fifth grade high-stakes reading assessment. Results indicated that one of the four predictor variables (vocabulary) explained a significant amount of variance in fifth grade CRCT Reading scores. In addition, a second variable (socioeconomic status) was significantly correlated with this predictor variable. Implications are discussed in terms of risk assessment, instruction, and assessment of reading comprehension. Recommendations are made for further longitudinal research in the early assessment and remediation of deficits contributing to long-term reading comprehension difficulties. [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	2020/1/01