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ERIC Number: ED535379
Record Type: Non-Journal
Publication Date: 2009
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1094-2629-8
The Effects of Increased School Time on the Literacy Achievement of At-Risk Kindergarten Students
Coratti, Nancy E.
ProQuest LLC, Ph.D. Dissertation, Oakland University
This case study research investigated the effects of increased school time on the literacy achievement of at-risk kindergarten students. It varied from most increased school time kindergarten research because of the utilization of the para-educator delivery model within a small class size setting of 10 students. The study measured literacy achievement through the use of four Michigan Literacy Progress Profile (MLPP) assessments to determine if treatment students made greater literacy achievement gains as compared to the district's entire kindergarten population, a matched sample of kindergarten students and also matched sample subpopulations grouped by gender, free and reduced lunch status and special education certification. The results of the study indicated treatment students made greater gains than the district population, the matched sample group and the subset groups on all four assessments. Therefore, it appeared that the treatment program narrowed the achievement gap for at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan