dc.contributor.author | Cosentino, Patricia | |
dc.date | 2021-06-30T22:21:09.000 | |
dc.date.accessioned | 2021-09-08T14:27:06Z | |
dc.date.available | 2021-09-08T14:27:06Z | |
dc.date.issued | 2008-05-01T00:00:00-07:00 | |
dc.identifier | repository.wcsu.edu/educationdis/2 | |
dc.identifier.uri | https://westcollections.wcsu.edu/handle/20.500.12945/116 | |
dc.description.abstract | <p>Research states that more time and attention is needed for some students to acquire the necessary skills which allow them to become successful learners. Full-day kindergarten programs are desirable to ensure that all students have the necessary time to be successful. Due to lack of funds many school districts are unable to offer full-day kindergarten programs. The Kindergarten Buddy Program is a viable alternative for school systems seeking ways to provide opportunities for students who require extra support. The effectiveness of providing additional instruction in phonological awareness for at-risk learners needs to be explored to determine its impact on reading achievement. This information will be beneficial to school districts as they struggle to meet the needs of at-risk students in a fiscally responsible manner.</p>
<p>The purpose of this study was to determine if additional instruction in phonological awareness, the Kindergarten Buddy Program, had an effect on reading achievement for at-risk kindergarten students. Students’ reading achievement was analyzed to see if participation in the Kindergarten Buddy Program enabled them to reach grade level expectations. Using a convenience sample (N = 92), scores on the Gates MacGinitie Reading Test and the Kindergarten Inventory of Skills in the half-day extended Kindergarten Buddy Program were compared to students scores in half-day kindergarten without an extended program and in a ii full-day kindergarten without an extended program. An ANOVA was conducted to determine if there were differences in the post-test scores of the different groups. Differences over time were also analyzed using a repeated measures ANOVA to determine if there was a significant difference in the means of the scores of the three groups as measured by the Inventory of Skills.</p>
<p>The study revealed that half-day Buddy students scored significantly higher than half-day kindergarten students on the letter and letter/sound subscores on the Gates MacGinitie. Scores comparing the Buddy Program to a full-day program were similar as were the half-day kindergarten and full-day programs. This suggested the Kindergarten Buddy Program made significant strides in improving letter and letter/sound abilities of the at-risk students and therefore, it was as effective as the full-day program in assisting at-risk students in reaching grade level expectations.</p> | |
dc.title | THE KINDERGARTEN BUDDY PROGRAM AND ITS EFFECT ON READING ACHIEVEMENT FOR AT-RISK KINDERGARTEN STUDENTS | |
wcsu.oldurl | https://repository.wcsu.edu/educationdis/2 | |
dc.source.status | published | |
dc.subject.keyword | Kindergarten | |
dc.subject.keyword | Reading Achievement | |
dc.subject.keyword | At-risk students | |
dc.subject.keyword | full-day Kindergarten | |
dc.subject.keyword | half-day kindergarten | |
wcsu.oldid | 1004 | |
dc.description.degree | Doctor of Education (EdD) | |
dc.description.department | Education & Educational Psychology | |