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A Study to Compare the Type of Pre-S...

Smith-Oates, Stacy L.

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A Study to Compare the Type of Pre-School Programs that Support Foundation Skills in Reading and Math.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study to Compare the Type of Pre-School Programs that Support Foundation Skills in Reading and Math./
Author:	Smith-Oates, Stacy L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	86 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10249453
ISBN:	9781369424843

A Study to Compare the Type of Pre-School Programs that Support Foundation Skills in Reading and Math.
Smith-Oates, Stacy L.

A Study to Compare the Type of Pre-School Programs that Support Foundation Skills in Reading and Math. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 86 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (D.Ed.)--University of St. Francis, 2016.

The purpose of this quantitative, ex-post facto, quasi- experimental research study is to measure and compare the types of preschool programs and their effects on student achievement in the areas of reading and math for students entering and leaving kindergarten. The reading and math achievement levels are aligned with the Common Core State Standard objectives that are based on foundation skills that were possibly supported by academic pre-school programs, Preschool for All programs, or non-academic preschool child experiences. This study was conducted during the 2014-2015 school year in an Early Elementary in the Southern Suburbs of Chicago with 77 kindergarten participants. Data collected for this study were AIMSweb and Northwest Evaluation Association (NWEA) reports. The assessment data were collected in the fall and then again in the spring. Using the fall and spring assessment data, ANOVA and Independent Samples t-test were conducted to analyze the difference and means of the outcomes of reading and math achievement levels. The findings showed that there is statistically significant difference in student achievement in the area of reading with students with an academic preschool background in the fall. The findings also show that there is statistically significant differences in student achievement in the area of math with students that have academic and non-academic preschool experiences in the spring. Students who attend the Preschool for All program will have little effect on achievement levels entering early academic grade levels.

ISBN: 9781369424843Subjects--Topical Terms:

518817
Early childhood education.

A Study to Compare the Type of Pre-School Programs that Support Foundation Skills in Reading and Math.
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500 $a Advisers: Robert Barwa; Stephen Midlock.
502 $a Thesis (D.Ed.)--University of St. Francis, 2016.
520 $a The purpose of this quantitative, ex-post facto, quasi- experimental research study is to measure and compare the types of preschool programs and their effects on student achievement in the areas of reading and math for students entering and leaving kindergarten. The reading and math achievement levels are aligned with the Common Core State Standard objectives that are based on foundation skills that were possibly supported by academic pre-school programs, Preschool for All programs, or non-academic preschool child experiences. This study was conducted during the 2014-2015 school year in an Early Elementary in the Southern Suburbs of Chicago with 77 kindergarten participants. Data collected for this study were AIMSweb and Northwest Evaluation Association (NWEA) reports. The assessment data were collected in the fall and then again in the spring. Using the fall and spring assessment data, ANOVA and Independent Samples t-test were conducted to analyze the difference and means of the outcomes of reading and math achievement levels. The findings showed that there is statistically significant difference in student achievement in the area of reading with students with an academic preschool background in the fall. The findings also show that there is statistically significant differences in student achievement in the area of math with students that have academic and non-academic preschool experiences in the spring. Students who attend the Preschool for All program will have little effect on achievement levels entering early academic grade levels.
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