Kindergarten Experience and First Grade Reading Achievement [electronic resource] / Fred R. Savitz and Sally Drucker.
A study was conducted to test the hypothesis that first grade children with a full-day kindergarten experience would achieve higher scores on the Tests for Analysis and Placement (TAP) Level 2 (Readiness) Basic than those children with half-day experience. Subjects were 19 first grade students who c...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1984.
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| Summary: | A study was conducted to test the hypothesis that first grade children with a full-day kindergarten experience would achieve higher scores on the Tests for Analysis and Placement (TAP) Level 2 (Readiness) Basic than those children with half-day experience. Subjects were 19 first grade students who completed the TAP on two consecutive days. In addition, the parents of the children completed a questionnaire eliciting information about their child's kindergarten experiences. Analysis of results did not support the hypothesis. There were no data to support the idea that participation in a full-day kindergarten program would lead to higher TAP scores. Further, the results did not find an effect, either positive or negative, on first grade reading achievement attributable to the type of kindergarten program attended. (A copy of the parent questionnaire is appended). (FL) |
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| Item Description: | ERIC Document Number: ED253846. ERIC Note: Paper presented at the Annual Meeting of the Keystone State Reading Association (17th, Hershey, PA, November 11-14, 1984). For related document see ED 224 601. Illustration 1, score sheet from T. A. P. 2, removed due to copyright restrictions. Educational level discussed: Grade 1. Educational level discussed: Kindergarten. Educational level discussed: Primary Education. |
| Physical Description: | 18 p. |