A Comparison of the Effect of Instructional Time and Instructional Program on Reading Achievement Growth of Kindergarten Students

Autor/in	Warner, Darlene Ovyn
Titel	A Comparison of the Effect of Instructional Time and Instructional Program on Reading Achievement Growth of Kindergarten Students
Quelle	(2012), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1866-4
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Young Children; Reading Instruction; Comparative Analysis; Reading Achievement; Time Factors (Learning); Time on Task; School Schedules; School Districts; Measures (Individuals); Reading Tests; English Language Learners; Low Income Groups; Statistical Significance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; Leseunterricht; Leseleistung; Zeitaufwand; Schulzeiteinteilung; School district; Schulbezirk; Messdaten; Lesetest
Abstract	This dissertation study examined reading achievement among students enrolled in half-day kindergarten (HDK) and full-day kindergarten (FDK) programs. First, a review of the research on reading achievement in students in both HDK and FDK programs was presented. Next, the study, including the research questions, study design, and analysis plan, were outlined. Participants included a diverse sample of kindergarten students enrolled in both HDK and FDK programs from all the classrooms in a large, unit school district in the Midwest. Reading achievement was measured by performance on the Letter-Sound Fluency task using AIMSweb©. The study examined whether reading achievement growth differed for students in HDK as compared to FDK programs, as well as whether the type of reading instructional program in which children participated predicted reading achievement growth. This dissertation also examined the performance of students who were identified as English Language Learners and students from low-income families. The results indicated that the positive effects of FDK are greater than for HDK; however, the differences were statistically significant only for children who are English Language Learners or who receive free or reduced lunch. Only one reading program, SRA-Reading Mastery, used in conjunction with SRA-Language for Learning in Extended Day Kindergarten, was found to be associated with higher achievement growth as compared to all of the other reading programs. The results have implications for how to best close the achievement gap in U.S. schools and may provide educators with necessary research to meet the needs of at-risk students and to make judicious reading curricular expenditures. [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