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The Effect of Full-Day Kindergarten ...

Wehbe, Hanan.

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The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students./
作者:	Wehbe, Hanan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
Contained By:	Dissertation Abstracts International74-04A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3546013
ISBN:	9781267787248

The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students.
Wehbe, Hanan.

The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 109 p.

Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.

Thesis (Ed.D.)--Walden University, 2012.

One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based evidence on the effectiveness of this 4-year old program to determine if the program should shift to a universal, full-day kindergarten program. The purpose of this quantitative, post facto design study was to examine the effect of attending a full-day and a half-day kindergarten program and the duration of this effect on the reading scores of LEP students over 4 academic years. Vygotsky's theory of constructivism provided the framework for this study. The difference between the reading scores of LEP students at the end of 4 consecutive academic years for LEP students who attended a full-day and a half-day kindergarten were compared. The sample included N = 78 LEP kindergarten students. Results from independent t tests and Kruskal-Wallis tests confirmed no significant difference between the means of the 2 groups across all 4 academic years. No short- or long-term effect has been found of the full-day kindergarten program. Recommendations for the district are to look for strategies other than the full-day program to increase the reading achievement of LEP students. Implications for positive social change include providing educators and researchers with information that can result in increased reading achievement for LEP students.

ISBN: 9781267787248Subjects--Topical Terms:

529436
Educational leadership.

The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students.
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