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dc.contributor.authorGodsen, Debbie
dc.date.accessioned2021-09-07T22:05:15Z
dc.date.available2021-09-07T22:05:15Z
dc.date.issued2002-08-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6048
dc.description.abstractThis study examined whether there was a statistically significant difference between the reading readiness skills in first grade of students who attended preschool and students who did not attend preschool. The researcher compiled a list of students in first grade who attended preschool. Another group of students in first grade was randomly selected. The Emergent Literacy Survey (ELS) was administered to all students within the first two weeks of their first grade year. The average score for each group was compared using a t test. The results of the t test show there is no statistically significant difference in mean scores on the Emergent Literacy Survey between first graders who attended preschool and first graders who had not attended preschool.
dc.subjectThesis
dc.subjectEmergent Literacy Survey
dc.subjectELS
dc.subjectReading Readiness Skills
dc.subjectPreschool
dc.subjectFirst Grade
dc.titleThe Effects of Preschool on Phonemic Awareness in First Grade
dc.typethesis
refterms.dateFOA2021-09-07T22:05:15Z
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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