The Effectiveness of a pre-first grade program on later academic achievement

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dc.contributor.advisor Names Illegible
dc.contributor.author Grossman, Betsey
dc.date.accessioned 2010-08-11T16:04:43Z
dc.date.available 2010-08-11T16:04:43Z
dc.date.issued 1997-07-15
dc.identifier.uri http://hdl.handle.net/1850/12409
dc.description.abstract Extra-year programs are widely used to help students who are deemed "unready" to master the curriculum of the next grade. This study investigated the academic effectiveness of a pre-first grade program in a suburban, predominantly Caucasian, upper middle class school system. Twenty-five matched pairs of children were selected for the study based on a readiness score on the Brigance K & 1 screening. Children who spent an extra year in pre-first grade were matched with youngsters who proceeded directly to the first grade based on gender, date of birth, and Brigance score. While no significant differences were found between the two groups of students on the basis of Iowa achievement test scores in reading and language, a significant difference was found between the two groups in mathematics (fourth grade). en_US
dc.language.iso en_US en_US
dc.subject School psychology en_US
dc.subject.lcc LB1140.2 .G76 1997
dc.subject.lcsh Education, Preschool en_US
dc.subject.lcsh Academic achievement en_US
dc.subject.lcsh Mathematical ability--Ability testing en_US
dc.title The Effectiveness of a pre-first grade program on later academic achievement en_US
dc.type Thesis en_US
dc.description.college College of Imaging Arts and Sciences en_US
dc.description.department Department of Psychology en_US

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