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ERIC Number: ED551448
Record Type: Non-Journal
Publication Date: 2012
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8724-8
The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students
Wehbe, Hanan
ProQuest LLC, Ed.D. Dissertation, Walden University
One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based evidence on the effectiveness of this 4-year old program to determine if the program should shift to a universal, full-day kindergarten program. The purpose of this quantitative, post facto design study was to examine the effect of attending a full-day and a half-day kindergarten program and the duration of this effect on the reading scores of LEP students over 4 academic years. Vygotsky's theory of constructivism provided the framework for this study. The difference between the reading scores of LEP students at the end of 4 consecutive academic years for LEP students who attended a full-day and a half-day kindergarten were compared. The sample included N = 78 LEP kindergarten students. Results from independent t tests and Kruskal-Wallis tests confirmed no significant difference between the means of the 2 groups across all 4 academic years. No short- or long-term effect has been found of the full-day kindergarten program. Recommendations for the district are to look for strategies other than the full-day program to increase the reading achievement of LEP students. Implications for positive social change include providing educators and researchers with information that can result in increased reading achievement for LEP 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: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A