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ERIC Number: ED514947
Record Type: Non-Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: N/A
Effects of a Literacy Focused Curriculum and a Developmental Curriculum on School Readiness and Subsequent State Achievement Test Outcomes in Rural Prekindergarten Classrooms
Lipsey, Mark W.; Farran, Dale C.; Hurley, Sean M.; Hofer, Kerry G.; Bilbrey, Carol
Society for Research on Educational Effectiveness
This research investigated the effects of two contrasting pre-k curricula, relative to practice as usual, on subsequent academic achievement. One curriculum had a strong literacy focus, the other was a less didactic "developmentally appropriate" curriculum that allowed children to have more influence on classroom activities. The purpose of the research was to determine if either of these curricula provided advantages for improving the academic performance of economically disadvantaged children in rural Tennessee. (Contains 3 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 3; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement