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ERIC Number: EJ1163273
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1940-4158
Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland
Elben, Judy; Nicholson, Tom
Australian Journal of Learning Difficulties, v22 n2 p95-108 2017
The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A