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ERIC Number: ED313684
Record Type: Non-Journal
Publication Date: 1989-Dec
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Half-Day Kindergarten versus All-Day Kindergarten and Its Effects on First-Grade Reading Achievement.
Harrison-McEachern, Rebecca
A study compared the reading achievement of first grade students who attended half-day kindergarten to that of students who attended full-day kindergarten. Subjects, 67 students in urban Newark, New Jersey, who had attended half-day and 66 students who had attended full-day kindergarten, were given the first grade Comprehensive Tests of Basic Skills (CTBS) after 8 months in the first grade. The total reading scores for the two groups were then compared. Results indicated that students who had attended full-day kindergarten scored significantly higher than students who had attended half-day kindergarten. (One table of data is included; 21 references and an appendix of data are attached.) (RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey (Newark)
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills