Date of Award

8-1993

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Dr. Arthur Smith

Abstract

This study examined whether there was a statistically significant difference between the reading comprehension of students taught in a junior kindergarten and the reading comprehension of students placed directly into kindergarten at the end of three years of instruction and at the end of first grade.

The researcher compiled a list of students who attended the junior kindergarten program. Another group of students who attended regular kindergarten was randomly selected. The Comprehensive Test of Basic Skills (CTBS) reading comprehension scores were compared between transition students and their counterparts in age who were placed into regular kindergarten programs. CTBS reading comprehension scores were also compared between transition students in the same grade at the end of first grade.

The findings indicated no difference between reading comprehension scores at the end of three years of instruction. A significant difference was found in reading comprehension at the end of first grade. However, it was the students who did not attend junior kindergarten who performed better.

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