• Login
    View Item 
    •   Home
    • University Colleges
    • SUNY Brockport
    • Theses
    • Brockport Education and Human Development Master's Theses
    • View Item
    •   Home
    • University Colleges
    • SUNY Brockport
    • Theses
    • Brockport Education and Human Development Master's Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of SUNY Open Access RepositoryCommunitiesPublication DateAuthorsTitlesSubjectsDepartmentThis CollectionPublication DateAuthorsTitlesSubjectsDepartmentAuthor ProfilesView

    My Account

    LoginRegister

    Campus Communities in SOAR

    Alfred State CollegeBrockportBroomeCantonDownstateDutchessEmpireFarmingdaleFinger LakesFredoniaMaritimeNew PaltzNiagaraOld WestburyOneontaOnondagaOptometryOswegoPlattsburghPurchase CollegePolytechnic InstituteSUNY Office of Workforce Development and Upward MobilitySUNY PressUpstate Medical

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    The Effects of Early Entrance to Kindergarten on Reading Achievement

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    ehd_theses/1163/fulltext (1).pdf
    Size:
    1001.Kb
    Format:
    PDF
    Download
    Average rating
     
       votes
    Cast your vote
    You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown.
    Star rating
     
    Your vote was cast
    Thank you for your feedback
    Author
    Sanford, Jonathan Malcolm
    Keyword
    Reading Achievement
    High Achievement
    Kindergarten Entrants
    Low Achievement
    Early Entrance
    Long-Term Achievement
    Date Published
    1988-08-01
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/5192
    Abstract
    This study investigated the effects of kindergarten entrance age on reading achievement scores at the end of first and sixth grade. The subjects in. this study were one hundred nineteen first grade students and ninety sixth grade students attending classes at the Albion Central School, a small rural district located in Western New York State. Subjects were identified as either early or later kindergarten entrants. The Stanford Achievement Test (1982) was administered in May 1986 to measure subjects' total reading achievement. A Chi-square test of independence was calculated for the categories of early and later kindergarten entrants. A separate Chi-square was calculated for the first and sixth grade samples. Results indicated that there was a significant difference in the reading achievement test scores of early and later kindergarten entrants at the end of first grade. A smaller percentage than expected of early entrants was observed in the high achievement category. A greater percentage than expected of early entrants was observed in the low achievement category. However, in the sixth grade sample no significant difference was observed in the reading achievement of early and later kindergarten entrants.
    Collections
    Brockport Education and Human Development Master's Theses

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      The Effect of Self-Concept on Math Achievement in Fourth Grade Students

      Beers, Morris J.; Cote, Scott Thomas; The College at Brockport (1990-07-01)
      The purpose of this study was to determine if there is a correlation between self-concept and math achievement on a standardized test for a heterogeneous group of forty-eight fourth grade students. Also studied were the relationships of self-concept and math achievement on students from single parent homes and students from two-parent households and the differences between male and female students in the areas of self-concept and math achievement. Forty-eight fourth grade students from a suburban school district in Rochester, New York were the subjects of this study. Twelve of the forty-eight were from broken homes. The math section of the Stanford Achievement Test was taken by each student. The raw score of overall math ability was used to determine math achievement. The day before the test the students completed the Coopersmith Self-Esteem Inventory. The Pearson Product Moment Method was used to determine if there was statistically significant correlation between self-concept and math achievement. A t-test was used to determine if there was a significant difference between the math scores of males and females and the math scores of students from one-parent homes and students from two-parent homes. The results of this study indicated there was no significant relationship between math achievement and self-concept. There was also no significant difference found between self-concept for females and self-concept for males and math achievement for males versus females. The data also showed no significant difference between the self-concept of students from one-parent households and students from two-parent homes and no significant difference in math achievement for students from one-parent homes and students from two-parent homes.
    • Thumbnail

      Comparing Reading Achievement Scores of Fifth Grade Female Students in Lutheran Schools to Those in a National Norming Group

      Smith, Arthur; Cole, Sharon L.; The College at Brockport (1997-05-01)
      The purpose of this study was to determine if there was a statistically significant difference between Reading Achievement scores of fifth grade Lutheran school female students compared to national norms. Fifth grade female students (n = 20) from eight New York Lutheran elementary schools who took the Spring 1996 Stanford Achievement Reading Test were the subjects of this study. The scores were collected from eight Lutheran elementary schools and separated by gender. These scores were compared to the national Stanford Achievement Reading scores for fifth grade level. A t test was used to analyze the data. It was determined that there was no statistically significant difference between fifth grade Lutheran female students' scores and the national norming group's scores.
    • Thumbnail

      A Descriptive Analysis of the Relationship of Reading Performance and Selected Characteristics of Pupils with Special Educational Needs

      Whited, Frances Moroney; Johnson, Leah; The College at Brockport (1978-05-01)
      This study was designed to identify the similarities and differences among children who are experiencing difficulty in learning to read. A review of the literature showed that physical, psychological and sociological factors including language and teacher expectations may cause reading difficulty. The literature further suggests that there is a need to assess these factors in individual learners so that reading instruction can be designed for children to experience success in reading. The characteristics of fourteen low achieving first grade students were analyzed through data collected in a variety of ways. The data analysis included the similarities and differences within the group, the relationship of each of the 18 identified variables to the criterion variable, reading, and an individual profile with analysis for each student. This group of low achieving students was found to be most alike on IQ, personal-social behavior ratings of teachers, receptive language, reading achievement, orientation, and auditory comprehension ratings of teachers. They were less alike on locus of control, reading readiness, spoken language ratings of teachers, and expressive language. The group differed most in number of children in the home, number of errors on the language screening test, number of languages spoken in the home, conceptual tempo, socioeconomic status, number of employed parents, basic concepts, and auditory attention span for related syllables. The variables which correlated most highly with reading achievement were locus of control, number of languages spoken in the home, receptive language, and teacher ratings of spoken language and personal social behavior. A positive relationship to reading achievement was shown with locus of control, number of languages spoken in the home, reading readiness, language development, socioeconomic status, expressive language, and IQ. An inverse relationship was found with receptive language, spoken language, personal social behavior, auditory attention span, number of children in the home, auditory comprehension, number of employed parents, orientation, basic concepts, and conceptual tempo. The individual profiles compared the students' scores for each variable in the study with both the group and national mean. The study was limited to a small number of students in a suburban school. Other limitations were imposed by design which did not include factors such as classroom environment, type of reading program, or attitudes that are important in reading achievement. It has been recommended that the results of this study serve as a base for future research to include: (1) a diagnostic instructional program; (2) a follow-up study with the same group of students; (3) exploration of new instruments to assess the same factors; (4) a study of factors not included in the present design; and (5) a comparative study between urban and suburban school children.

    DSpace software (copyright © 2002 - 2025)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.