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ERIC Number: EJ783142
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0885-2006
Full-Day Kindergarten and Student Literacy Growth: Does a Lengthened School Day Make a Difference?
Zvoch, Keith; Reynolds, Ralph E.; Parker, Robert P.
Early Childhood Research Quarterly, v23 n1 p94-107 2008
In the context of a quasi-experimental research design, literacy data obtained on students were examined to assess relationships between kindergarten program model (full- vs. half-day) and student literacy outcomes. Application of multilevel modeling techniques to the time series data collected from kindergarteners in economically disadvantaged school contexts in a large southwestern school district revealed that students exposed to a full day of instruction had greater literacy growth than their peers in half-day classrooms. Further examination of the program model results revealed that the relative efficacy of full-day kindergarten tended to be greater in smaller class size environments. These results, if replicated, suggest that full-day kindergarten initiatives targeted toward students from disadvantaged backgrounds may be more successful when implemented in classrooms with relatively small student enrollments. Implications for instructional policy and practice are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A