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ERIC Number: EJ872022
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0013-1245
Full-Day, Half-Day, and No Preschool: Effects on Urban Children's First-Grade Reading Achievement
Valenti, Joy E.; Tracey, Diane H.
Education and Urban Society, v41 n6 p695-711 2009
This study examined the relationships between students' attendance at full-day, half-day, or no preschool and first grade reading achievement. 214 urban, low SES public first grade students of mixed ethnicities were studied. Using the students' Developmental Reading Assessment (DRA2) scores (Beaver, 2006), results indicated that by the middle of first grade students who completed one year of full-day preschool significantly outperformed students who did not attend preschool. Students who completed one year of full-day preschool also outperformed students who completed half-day preschool, although not to a significant degree. Additionally, students who completed half-day preschool outperformed students who did not attend preschool, although not to a significant degree. The results further showed that significant differences between the groups were not apparent at the start of first grade, demonstrating that preschool attendance may not show immediate, positive benefits. (Contains 11 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A