Full-day, half-day, and no preschool: Effects on urban children's first-grade reading achievement
Document Type
Article
Publication Date
9-1-2009
Abstract
1. 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. © 2009 The Author(s).
Publication Title
Education and Urban Society
First Page Number
695
Last Page Number
711
DOI
10.1177/0013124509336060
Recommended Citation
Valenti, Joy E. and Tracey, Diane H., "Full-day, half-day, and no preschool: Effects on urban children's first-grade reading achievement" (2009). Kean Publications. 2393.
https://digitalcommons.kean.edu/keanpublications/2393