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• W3150892242 abstract "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children by Lashica Cox EdS, Nova Southeastern University, 2006 MS, Jackson State University, 2000 BS, Jackson State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Abstract Early childhood development programs enhance children’s development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = −.14, p = .002) and cognitive (r [499] = −.21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond.Early childhood development programs enhance children’s development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = −.14, p = .002) and cognitive (r [499] = −.21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond. Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children by Lashica Cox EdS, Nova Southeastern University, 2006 MS, Jackson State University, 2000 BS, Jackson State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Dedication This is study is dedicated to my beloved mother who is here with us in spirit. I also would like to dedicate this study to my husband, Trey, my children, Madison and Mason, and my entire family for their support as I completed my doctoral degree. Acknowledgments I would like to acknowledge my mother and father for teaching me that you can do all things through Christ. They taught me to dream big and strive for excellence. I would also like to thank my committee chair Dr. Simon, my family, and my friends who have helped me to reach this point in my academic career." @default.
• W3150892242 created "2021-04-13" @default.
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• W3150892242 date "2016-01-01" @default.
• W3150892242 modified "2023-09-26" @default.
• W3150892242 title "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children" @default.
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