Half-Day Kindergarten versus Extended-Day Kindergarten and Its Effect on First-Grade Reading Achievement [microform] / Kathleen Mongiardo
- Bib ID:
- 5488877
- Format:
- Book and Microform
- Author:
- Mongiardo, Kathleen
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1988
- 33 p.
- Summary:
-
In order to see if an extended-day kindergarten program has a greater effect than a half-day kindergarten program on reading achievement in the first-grade, a study compared standardized test scores of two different groups of first-grade students. Subjects, a group of 44 students who had participated in a half-day kindergarten program and a second group of 80 students who had participated in an extended-day kindergarten program, were administered the Science Research Associates Achievement Series (SRA). Results indicated that the scores of the children in the extended-day kindergarten were higher than the scores of the children in the half-day kindergarten program, although the difference in scores was not statistically significant. (A table of data is included, and 13 pages of a related research review, 23 references, and an appendix containing the subjects' SRA scores are attached.) (JK)
- Notes:
-
- ERIC Note: Master's Thesis, Kean College. Some pages may not reproduce well.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1988
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