The Effects of Early Entrance to Kindergarten on Reading Achievement
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.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
AuthorSanford, Jonathan Malcolm
MetadataShow full item record
AbstractThis 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.
Showing items related by title, author, creator and subject.
The Effect of Self-Concept on Math Achievement in Fourth Grade StudentsBeers, 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.
Comparing Reading Achievement Scores of Fifth Grade Female Students in Lutheran Schools to Those in a National Norming GroupSmith, 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.
The relationship between achievement goals and the academic success of first-generation college studentsPerry, Andrew Holmes (2018-06)Recent research has established that first-generation college students, or those students without a parent with a four-year college degree, tend to underperform academically compared to continuing-generation college students, or those with at least one parent with a four-year college degree. The current study was undertaken to attempt to explain this discrepancy, known as the social class achievement gap, through the use of achievement goal theory. A survey of 351 undergraduates was conducted with students reporting their generational status and their adoption of three achievement goals. Their first-semester GPA was later acquired. It was expected that generational status would predict achievement goal adoption, that achievement goal adoption would predict academic performance, and that goal adoption would mediate the relationship between generational status and academic performance. Results did not support these hypotheses. Potential explanations for the null effects and implications of these findings for the social class achievement gap literature are discussed.