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ERIC Number: ED566059
Record Type: Non-Journal
Publication Date: 2013
Pages: 417
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-0850-3
A Comparative Case Study of Kindergarten Transition Practices and the Impact on Children's Kindergarten Readiness
Hamilton, Robin
ProQuest LLC, Ed.D. Dissertation, East Carolina University
This comparative case study, with a phenomenological approach examined the effect of kindergarten transition practices on kindergarten reading achievement. Study participants were 4 administrators and 8 kindergarten teachers at 2 elementary schools in southeastern North Carolina. Findings included 61 transition practices and 4 barriers not previously reported in the literature. Data from multiple resources were triangulated and descriptive findings were compared to a Kindergarten Transition Program Logic Model that revealed the number and intensity of school based transition practices were associated with more positive reading achievement in kindergarten. This finding was contradicted by factors not controlled for in this study. The findings from the research support policies for the creation and implementation of written kindergarten transition plans that may help children on a trajectory for improved reading achievement and help districts meet high-stakes testing demands. [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; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina