ERIC Number: ED248459
Record Type: RIE
Publication Date: 1983
Reference Count: 0
A Study of the Effects of a Pre-First Grade Transitional Class as Compared with First Grade Retention on Reading Achievement.
Zinski, Joanne Pica
Florida Educational Research and Development Council Research Bulletin, v17 n1 Sum 1983
A study was conducted to determine if participation in a pre-first grade transactional program would be more effective than grade repetition in enhancing first grade readiness. The transition program emphasized the acquisition of academic and behavioral skills necessary for a successful first grade experience. Students in the program were trained to sit at desks for increasing periods of time, work independently of the teacher, listen to and follow directions, and copy from the board. Reading instruction stressed visual and auditory discrimination of letters and sounds, letter-sound associations, and other readiness skills. The Language Experience in Reading and Peabody Language Kits were also used in the program. The design of the study was an ex post facto comparison of two groups. Transition repeater students were compared to nontransition repeaters at the end of their second first grade year on standardized reading and language achievement tests and on reading levels in the Holt series. Results indicated no significant difference in scores of the two groups on the reading and language tests. Teacher ratings of student performance also showed no significant differences in the two groups. (FL)
Descriptors: Comparative Analysis, Grade Repetition, High Risk Students, Primary Education, Program Content, Program Effectiveness, Program Evaluation, Reading Achievement, Reading Research, School Holding Power, School Readiness, Transitional Programs
FERDC, P.O. Box 506, Sanibel, FL 33957 ($3.00).
Publication Type: Reports - Research; Collected Works - Serials
Education Level: N/A
Authoring Institution: Florida Educational Research and Development Council, Inc., Sanibel.