Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Rollen Fowler

Primary Subject Area

Education, Early Childhood

Keywords

early childhood education, letter knowledge, phonemic awareness, phonics, pre-k, reading readiness

Disciplines

Education

Abstract

This causal comparative study sought to examine differences in reading readiness of kindergarteners who attended public school pre-k, both state and federally funded. Scores were examined for a convenience sample of 131 students who attended pre-k in the 2007-08 and 2008-09 school years in a school system in east central Alabama. The DIBELS were used to gather kindergarten data in order to examine significant differences in reading readiness. MANCOVA was used to analyze the data for significant differences. The results indicated there were no significant differences, after a full year in kindergarten, in reading readiness of children who attended state and federally funded public school pre-k. Significant differences were found at the middle of the kindergarten year.

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Education Commons

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