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ERIC Number: ED451938
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
A Comparison of the Literacy Effects of Full Day vs. Half-Day Kindergarten.
da Costa, Jose L.; Bell, Susan
This study examined the effects of full-day kindergarten on students' development of literacy skills as measured by Clay's Observation Survey, focusing on the impact for Canadian schools serving students from low socioeconomic or educationally deprived backgrounds. Data were collected from two schools offering full-day programs and one school offering half-day kindergarten to students in two classes. The schools offering full-day programs served similar, diverse, low socioeconomic status inner city populations. The school with half-day kindergarten served children of various ethnic backgrounds with a broad range of socioeconomic needs and was located in a suburban area. Data sources included semi-structured interviews with kindergarten teachers near the end of the academic year and a pre-post assessment of students' literacy skills. Analyses of the interviews involved the use of narrative accounts to support emerging themes regarding the beliefs held by participant teachers and their emphases in the four classrooms. Findings indicated that both schools offering full-time kindergarten had a literacy and numeracy emphasis at the center of their mandates. The school offering half-day kindergarten supported a theme-based balanced literacy approach with activity centers structured to reinforce the themes being addressed. All four teachers shared similar views and beliefs about how best to teach children. Students in the full-day program experienced significantly greater growth in the prerequisite skills for reading than children in the half-day program, after taking into account previous ability, age, and gender. Findings led to recommendations regarding further research and educational policy. (Contains 13 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada