Kindergarten Reading Readiness: Effects of Full Day Prekindergarten Attendance

Abstract

The purpose of this study was to develop a quantitative and qualitative profile to investigate whether there was a significant difference in the reading performance of kindergarten students that did or did not attend prekindergarten by examining scores of the August benchmarks on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS). Using the data collected over the past four years from a rural school district in Oklahoma, this study indicated there were noticeable correlations between the DIBELS subtests Initial Sound Fluency and Letter Naming Fluency in respect to school year as well as total composite scores. It was concluded prekindergarten attendance generates more proficiency in reading readiness skills. In addition, professional staff members (administrator, teachers, reading specialist, and school psychologist) were interviewed to determine correlations between the professionals' perceptions as they related to the DIBELS data. There was strong support among all of the professionals that the August DIBELS benchmark was successful in assessing initial sound fluency and letter naming fluency of kindergarten students, especially those students who need intensive intervention to build reading readiness skills. Therefore, students who attend prekindergarten have better reading readiness skills than the students who did not attend prekindergarten. [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.]