Improving the Reading Achievement of Kindergarten Students: A Study of the Effect of Kindergarten Time Schedule on Longitudinal Reading Achievement

Abstract

This research project investigated the effect of kindergarten time schedule on the reading achievement of an intact sample (n = 156), and three stratified sub-samples of high-risk (n = 53), mid-risk (n = 59), and low-risk learners (n = 44). Students entering kindergarten at five Reading First schools in September 2004 (n = 435) were randomly assigned to full-day kindergarten (FDK) or half-day kindergarten (HDK). Students were pre-tested using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Letter Naming Fluency and Initial Sounds Fluency subtest scores were added together to form a pretest composite score. The achievement of the intact sample (n = 156) was followed through June 2007. The students were post-tested at the end of second grade using the Stanford Achievement Test, Tenth Edition (SAT-10) and DIBELS Oral Reading Fluency (ORF) measure; the raw scores of these two measures were added together to form a posttest composite score/dependent variable. Students were administered DIBELS three times each year, and the SAT-10 at the end of each year. Independent samples t-tests performed on the whole sample's (p less than 0.01) pretest scores indicated initial group differences favoring FDK; a t-test performed on the high risk sub-sample's (p less than 0.01) pretest scores indicated initial group differences favoring HDK. From the middle of kindergarten until the end of second grade, FDK students outperformed their HDK peers on every DIBELS and SAT-10 measure. On the middle of first grade DIBELS ORF, on the end of second grade DIBELS ORF, and on the kindergarten, first, and second grade SAT-10 measures, the FDK students in the whole sample (p less than 0.01), and in the high-risk sub-sample (p less than 0.01 to p less than 0.05) significantly outperformed the HDK students. ANCOVA results on the whole sample (p less than 0.01) and t-test results on the high-risk sub-sample (p less than 0.01) favor FDK. Multiple regressions performed on the whole sample (p less than 0.01) and high-risk sub-sample (p less than 0.05) indicate that the FDK time condition had a significant effect on the dependent variable after controlling for pretest scores and initial demographics. The researcher discusses implications of the results for teachers, principals, school district resource assignment and state policy development in regard to full-day kindergarten expansion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]