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ERIC Number: ED547746
Record Type: Non-Journal
Publication Date: 2012
Pages: 123
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7283-0
ISSN: N/A
A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement
Washington, Novella M.
ProQuest LLC, Ph.D. Dissertation, Capella University
This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the diagnostic instruments Texas Primary Reading Inventory (Texas Education Agency and University of Texas System, 2010) and Brigance Early Childhood Screens (Curriculum Associates, 2004). The following research questions will guide the study: (a) What are the early childhood program attributes that contribute to student success in the early childhood setting? (b) What is the relationship between early childhood program attributes and early childhood reading success as measured by TPRI scores? (c) What is the relationship between early childhood program attributes and early childhood reading success as measured by Brigance scores? The components of the study include (a) collecting data from administrator, teacher, and parent surveys; (b) identifying positive early childhood program attributes that influence student reading achievement; and (c) examining the TPRI and Brigance assessments that measure early childhood reading success. Findings will show (a) that the majority of participants are aligned in their traits, attitudes, or opinions regarding early childhood program attributes and the relationship to student reading success; (b) early childhood programs with a higher number of program attributes will have higher TPRI and Brigance scores; and (c) there is a relationship between early childhood program attributes and early childhood student reading as measured by TPRI and Brigance assessments. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Kindergarten; Primary Education; Grade 1; Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A