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| Comparative Analysis | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
| School Readiness | 2 |
| Age Grade Placement | 1 |
| Behavior Patterns | 1 |
| Child Development | 1 |
| Developmental Stages | 1 |
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| Instructional Effectiveness | 1 |
| Kindergarten Children | 1 |
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| Espinosa, Linda M. | 1 |
| Hammond, Carolyn Hall | 1 |
| Kamii, Constance | 1 |
| Manning, Maryann | 1 |
| Mathews, Michelle C. | 1 |
| Thornburg, Kathy R. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 2 |
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| Missouri | 1 |
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Peer reviewedHammond, Carolyn Hall – Childhood Education, 1986
Contrasts a child not ready for school with a child who is developmentally prepared to enter school and argues that if all school systems could administer and interpret the results of a developmental examination, the number of unhappy children, special needs children, and grade overplaced children would be greatly reduced. (HOD)
Descriptors: Age Grade Placement, Behavior Patterns, Child Development, Comparative Analysis
Peer reviewedEspinosa, Linda M.; Thornburg, Kathy R.; Mathews, Michelle C. – Early Childhood Education Journal, 1997
Compared school readiness as understood by kindergarten teachers in 11 rural Missouri communities with results of national Carnegie study of 7,000 kindergarten teachers. Found that Missouri teachers judged their students as more ready than did the national sample, and a greater portion believed that children are more ready now than five years ago.…
Descriptors: Comparative Analysis, Kindergarten, Preschool Teachers, Primary Education
Peer reviewedManning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
