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ERIC Number: ED325832
Record Type: Non-Journal
Publication Date: 1990-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effect of Early Literacy Intervention on Kindergarten Achievement. Technical Report No. 520.
Phillips, Linda M.; And Others
A study examined whether a beneficial effect on children's literacy development accrues from the use of the Little Books with kindergarten children, and identified differential effects on kindergarten achievement according to treatment type, community status, and school type. From a sample of 40 Newfoundland schools, schools were grouped into rural village (drawing students from one small community), rural collector (drawing students from several small communities), and urban, and four schools were randomly selected from each grouping. Schools were assigned randomly to one of the treatment groups (Little Books used in the home only, Little Books used in the home and school, Little Books used in the school only, and control). Complete pretest and posttest data were obtained for 309 children. Quantitative analyses showed the children entering kindergarten in this study to be at risk of school failure. On average, urban kindergartners scored higher on all measures, and village and collector students scored about the same. Differences in posttest means were not related clearly to treatment. However, the Metropolitan Reading Readiness Pretest x Treatment interaction, which showed that the lowest achieving students profited most from the Little Books when they were used at home only, and the highest achieving students profited most from the Little Books when they used them in school only, helps to support the hypothesis that the home has a crucial role to play in literacy development. (Three tables of data are included and 16 references are attached.) (Author/MG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Office of Educational Research and Improvement (ED), Washington, DC.; Memorial Univ., St. John's (Newfoundland).
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Metropolitan Readiness Tests
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations