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ERIC Number: ED555360
Record Type: Non-Journal
Publication Date: 2013
Pages: 259
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-3203-3
A Study of the Correlation between Home Literacy Behaviors for Children Birth to Age 5 and Subsequent Kindergarten Success
Johnson, Robert E., Jr.
ProQuest LLC, Ed.D. Dissertation, Widener University
This research study investigated the at-home literacy behaviors and experiences of young children before and during their kindergarten year. Research has shown that the frequency and quality of at-home literacy experiences can either hinder or hamper children as their formal schooling begins (Fletcher, Cross, Tanney, Schneider, & Finch, 2008; Hart & Risley, 1995; 2002; Raikes et al., 2006; Bus, van Ijzendoorn, & Pellegrini, 1995; Teale & Sulzby, 1986). The purpose of this study was to determine if there were any correlations between the home literacy behaviors of very young children (birth through age 5) and subsequent kindergarten success. At-home literacy surveys, six parent interviews and two kindergarten teacher interviews were conducted for qualitative data Kindergarten readiness was measured by using each child's Kindergarten Readiness Test (KRT) scores along with their September Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment scores. In addition, reading logs were used to track the number of at-home reading experiences each child had throughout the first half of the school year. The resulting figures from the reading logs were then compared to results of the January DIBELS Assessment, a Fundations Unit 1 Test, and the phonics portion of the Kindergarten Assessment Test (KAT). The findings of this research revealed that participants' home environments sufficiently prepared the children for kindergarten. According to survey and interview responses, participants were read to and had access to educational materials in the home. Statistical analysis on parents' perceptions significantly correlated to KRT and beginning of the year DIBELS scores, which indicated that parents were able to accurately predict their child's preparedness for kindergarten. Monthly reading logs revealed that participants on average read 30 books a month at home over a four month period; however, there was no statistical significance found when correlational analyses were conducted on the total number of books read at home and the results on the three January literacy-based 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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)