ERIC Number: ED035512
Record Type: RIE
Publication Date: 1968-Jun
Reference Count: 0
Effect of Kindergarten on the Reading of Disadvantaged Children.
Morrison, Coleman; Harris, Albert J.
The reading achievement of children with and without kindergarten experience was investigated as part of the Comparing Reading Approaches in First Grade Teaching (CRAFT) Project in New York City. Children in grades 1 and 2 were taught reading by one of two approaches, skills centered or language experience. Within the former approach, two methods were used: basal reader or phonovisual (basal reader plus a phonics program). The latter used a regular language experience method or a language experience audiovisual method. No control was exerted over the approach or method used during third grade. The Stanford Achievement Test was administered to 416 kindergarten and 168 nonkindergarten children at the end of grade 1. The Metropolitan Achievement Test was administered to the same group at the end of grade 2. At the end of grade 3, 329 kindergarten and 114 nonkindergarten children were given the Metropolitan Achievement Test. The individual pupil was used as the statistical unit. Results indicated that the type of experiences provided Negro urban disadvantaged children in the New York public school kindergarten appeared to be beneficial only for those who had subsequent reading instruction in a language experience program. Their largest gains were made in grade 3, indicating delayed effects for this approach. References and tables are included. (WB)
Publication Type: N/A
Education Level: N/A
Sponsor: New York City Board of Education, Brooklyn, NY.; Office of Education (DHEW), Washington, DC.
Authoring Institution: City Univ. of New York, NY. Div. of Teacher Education.