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Trese L. W. Reed – ProQuest LLC, 2024
This research study examined the difference between a formal pre-kindergarten (pre-K) experience and a non-formal pre-kindergarten experience and the impact it had on the academic achievement of kindergarten students. The study also examined the impact these experiences had on kindergarten students as it relates to the Phonological Awareness…
Descriptors: Literacy, Phonological Awareness, Screening Tests, Preschool Children
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Aho, Carson; Werfel, Krystal L. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The purpose of this study was to determine if group differences exist in spelling accuracy or spelling errors between kindergarten children with hearing loss and children with normal hearing loss. Method: Participants included 23 kindergarten children with hearing loss and 21 children with normal hearing. All children used spoken English…
Descriptors: Spelling, Kindergarten, Hearing Impairments, Error Analysis (Language)
Amanda S. Rygiel – ProQuest LLC, 2021
This causal-comparative quantitative study investigated if there was a statistically significant difference in school readiness variables between Chippewa Falls Area Unified School District kindergarten students who participated in the pre-kindergarten program, Building Bridges 4 Children (BB4C) and those who did not. This study compared literacy…
Descriptors: Young Children, Kindergarten, School Readiness, Preschool Education
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Kehoe, Karen F.; McGinty, Anita S.; Williford, Amanda P.; Whittaker, Jessica V. – Early Education and Development, 2021
Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children's…
Descriptors: Student Behavior, Self Control, At Risk Students, Reading Failure
Walter Herring; Daphna Bassok; Anita McGinty; Luke C. Miller; James H. Wyckoff – Annenberg Institute for School Reform at Brown University, 2021
Third grade is oftentimes the first year standardized literacy assessments are mandated. In turn many policies aimed at improving literacy have focused on third-grade test scores as a key indicator. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children's literacy skills. Kindergarten readiness…
Descriptors: Longitudinal Studies, Surveys, Children, Phonological Awareness
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Soland, James; McGinty, Anita; Gray, Allison; Solari, Emily J.; Herring, Walter; Xu, Rujun – Educational Assessment, 2022
Kindergarten entry assessments (KEAs) are frequently used to understand students' early literacy skills. Amidst COVID-19, such assessments will be vital in understanding how the pandemic has affected early literacy, including how it has contributed to inequities in the educational system. However, the pandemic has also created challenges for…
Descriptors: Emergent Literacy, Equal Education, Scores, Comparative Analysis