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dc.contributor.advisorSmith, Arthur
dc.contributor.authorHale, Kimberly A.
dc.date.accessioned2021-09-07T21:43:14Z
dc.date.available2021-09-07T21:43:14Z
dc.date.issued1993-08-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5125
dc.description.abstractThis study examined whether there was a statistically significant difference between the reading comprehension of students taught in a junior kindergarten and the reading comprehension of students placed directly into kindergarten at the end of three years of instruction and at the end of first grade. The researcher compiled a list of students who attended the junior kindergarten program. Another group of students who attended regular kindergarten was randomly selected. The Comprehensive Test of Basic Skills (CTBS) reading comprehension scores were compared between transition students and their counterparts in age who were placed into regular kindergarten programs. CTBS reading comprehension scores were also compared between transition students in the same grade at the end of first grade. The findings indicated no difference between reading comprehension scores at the end of three years of instruction. A significant difference was found in reading comprehension at the end of first grade. However, it was the students who did not attend junior kindergarten who performed better.
dc.subjectComprehensive Test Of Basic Skills
dc.subjectReading Comprehension
dc.subjectKindergarten
dc.subjectJunior Kindergarten
dc.subjectTransition Students
dc.titleThe Effect of a Junior Kindergarten Program on Reading Comprehension
dc.typethesis
refterms.dateFOA2021-09-07T21:43:14Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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