The Differences in Reading Readiness Among Kindergartners Who Attended State And Federally Funded Pre-k in Alabama
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Early Childhood
early childhood education, letter knowledge, phonemic awareness, phonics, pre-k, reading readiness
Tucker, Kelli, "The Differences in Reading Readiness Among Kindergartners Who Attended State And Federally Funded Pre-k in Alabama" (2012). Doctoral Dissertations and Projects. 486.
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.