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ERIC Number: ED477856
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Reading and Writing Instruction in Kindergarten: How Often and Who Receives It?
Rathbun, Amy H.; Hausken, Elvira Germino
A study used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to answer the following questions: Which of the various reading instructional activities do kindergartners do most often? Who has opportunities to participate in the various types of instructional activities? and Are the various instructional activities found in public school kindergarten classrooms associated with children's reading gains during the kindergarten year? A nationally representative sample of 22,782 children enrolled in 1,277 schools during the 1998-99 school year participated in the study. Children were administered a 2-stage individual assessment in the areas of reading, math, and general knowledge in the fall of 1998 and the spring of 1999. Also, kindergarten teachers were asked to complete a set of self-administered questionnaires about themselves, their students, and their classrooms. This paper analyzes data from the subset of 14,975 children who attended kindergarten for the first time in fall 1998 and were administered a reading assessment in English in both fall and spring of the kindergarten year and who has complete teacher questionnaire data. Descriptive statistics were used to describe the reading instruction children received in various kindergarten programs, and how instruction differed by the characteristics of the children and their schools. Next, linear regression analyses were used to examine the relationships of the child, family, and kindergarten program characteristics to the gains children made in reading during kindergarten. All results discussed in the paper are statistically significant at the .05 level. Findings suggest that kindergarteners were exposed to a variety of reading activities during the week, and that the frequency of exposure to the different sets of activities and the gain students made in reading were associated with child, family, and school characteristics. (Contains 15 references, 1 figure, and 7 tables.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey