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ERIC Number: ED120710
Record Type: RIE
Publication Date: 1975
Pages: 244
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparative Analysis of Children Who Enter Kindergarten Reading and Children of the Same Age Who Require Additional Readiness for Reading.
Harty, Kathleen Fahey
The purpose of this study was to compare the characteristics of kindergarten readers with those of children who entered kindergarten but could not read. One hundred thirty children were identified as readers and 130 children were randomly selected from each of the readiness and non-readiness groups in the Madison, Wisconsin public schools. A self-concept test, four different language tests, and an auditory discrimination test were administered. Significant differences between the three groups were determined in the following areas: language development, auditory discrimination, teachers' perceptions, socio-economic level, frequency of parent reading to child, age when child first watched "Sesame Street," attendance at preschool, and visits to the public library. Sex differences were apparent for the following areas: chronological age, self-concept, height and weight, socio-economic level, ordinal position in family (girls), child care since birth (boys), parent reading, age of "Sesame Street" viewing, preschool attendance (boys), and public library visits (girls). In addition, information about the learning process was obtained from a questionnaire administered to parents of readers. (KS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-29,815, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Wisconsin-Madison