東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Comparison Study: The Impacts of M...

Toot, Tiffany.

Linked to FindBook

Google Book

Amazon

博客來

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills./
Author:	Toot, Tiffany.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	136 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27552961
ISBN:	9781687949653

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills.
Toot, Tiffany.

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 136 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ed.D.)--The University of Findlay, 2019.

This item must not be sold to any third party vendors.

Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students' academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students' behavior and students' lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants' reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.

ISBN: 9781687949653Subjects--Topical Terms:

2122756
Reading instruction.

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills.
LDR:03001nmm a2200373 4500 001 2264981
005 20200515113448.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781687949653
035 $a (MiAaPQ)AAI27552961
035 $a (MiAaPQ)OhioLINKfindlay1565215112222622
035 $a AAI27552961
040 $a MiAaPQ $c MiAaPQ
100 1 $a Toot, Tiffany. $3 3542126
245 1 0 $a A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students? Phonemic Awareness and Reading Readiness Skills.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 136 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
502 $a Thesis (Ed.D.)--The University of Findlay, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students' academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students' behavior and students' lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants' reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
590 $a School code: 1610.
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
650 4 $a Language arts. $3 532624
650 4 $a Elementary education. $3 641385
650 4 $a Early childhood education. $3 518817
650 4 $a Educational evaluation. $3 526425
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0524
690 $a 0518
690 $a 0515
690 $a 0727
690 $a 0288
690 $a 0279
690 $a 0535
690 $a 0443
710 2 $a The University of Findlay. $b Education. $3 3287669
773 0 $t Dissertations Abstracts International $g 81-06A.
790 $a 1610
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27552961