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ERIC Number: ED308466
Record Type: Non-Journal
Publication Date: 1988-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
The Effects of Classroom Placement on the Reading Achievement of Preschool Nonattenders in Kindergarten and First Grade.
Popwell, Emma Pace
A study examined the kindergarten placement decisions of elementary school principals and the extent to which the grouping patterns persisted into the first grade. Subjects, 555 nonpreschool attenders who were enrolled in kindergarten at 22 elementary schools, were randomly selected from each strata of low, medium, and high student eligibility for the subsidized school lunch program. The children were tested for reading readiness, mastery of basal reading skills, and reading achievement on a standardized norm-referenced test. The principals of the schools were interviewed concerning the methods used to assign new kindergarten students to classrooms. Results indicated that the criteria for initial assignment of new kindergarten pupils to classrooms were more related to organizational or managerial functions of resource allocation rather than to a systematic use of data to accommodate the broad range of pupils' out-of-school learning experiences. Results also indicated that the factors which contributed to the variability in reading achievement in kindergarten were, in order of importance: (1) successful completion of the prereading program; (2) initial readiness to begin the formal prereading program; (3) classroom composition in which the preschool nonattenders comprised the minority or equal proportion; and (4) the socio-economic status of the school. (Eight tables of data are included; the principal survey is attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Developmental Indicators for the Assessment Learning; California Achievement Tests