Kindergarten Efficacy: A Comparative Analysis of Literacy Achievement Outcomes and Length And Time of Kindergarten Programs

Dynamic Indicators or Basic Early Literacy Skills;Education;Educational Leadership;literacy achievement;Midwest;full-day kindergarten;half-day kindergarten;DIBELS

Huck, Staci M.

University of Wisconsin

关键词: Dynamic Indicators or Basic Early Literacy Skills;    Education;    Educational Leadership;    literacy achievement;    Midwest;    full-day kindergarten;    half-day kindergarten;    DIBELS;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/69771/sh_thesis.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

This study explores the impact of full-day kindergarten versus half-day kindergarten onstudent literacy achievement. The participant samples were drawn from a suburban schooldistrict in the Midwest. This study uses the district;;s mandated DIBELS (Dynamic Indicators orBasic Early Literacy Skills) assessment for letter fluency. The assessment aims to identifystudents who may need additional literacy support early. The literacy data obtained wereexamined, in this case, to measure possible relationships between fall-day kindergarten and half-day kindergarten programs. Evidence revealed in this study suggests that those students exposedto full-day kindergarten display greater literacy growth than their peers in half-day kindergarten.Unlike previous research that looked at the impact of all-day kindergarten on urban and low-income students, this study took place in a more affluent district. Still students in the all-dayclasses showed significant differences in their letter fluency achievement when compared toeither only AM or PM half-day kindergarten students.