Abstract
Research Findings: A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of prekindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within 2 months of the state-determined cutoff date for prekindergarten and kindergarten entry were administered 4 subtests of the Woodcock-Johnson III Tests of Achievement in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, we found that children who were starting kindergarten and who had prior experience in prekindergarten had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended prekindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had prekindergarten experience. In addition, although children who attended kindergarten as well as those who attended prekindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. Practice or Policy: These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 687-703 |
| Number of pages | 17 |
| Journal | Early Education and Development |
| Volume | 24 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jul 2013 |
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ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Relative Contributions of Prekindergarten and Kindergarten to Children's Literacy and Mathematics Skills. / Skibbe, Lori E.; Hindman, Annemarie H.; Connor, Carol M.; Housey, Michelle; Morrison, Frederick J.
In: Early Education and Development, Vol. 24, No. 5, 07.2013, p. 687-703.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Relative Contributions of Prekindergarten and Kindergarten to Children's Literacy and Mathematics Skills
AU - Skibbe, Lori E.
AU - Hindman, Annemarie H.
AU - Connor, Carol M.
AU - Housey, Michelle
AU - Morrison, Frederick J.
PY - 2013/7
Y1 - 2013/7
N2 - Research Findings: A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of prekindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within 2 months of the state-determined cutoff date for prekindergarten and kindergarten entry were administered 4 subtests of the Woodcock-Johnson III Tests of Achievement in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, we found that children who were starting kindergarten and who had prior experience in prekindergarten had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended prekindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had prekindergarten experience. In addition, although children who attended kindergarten as well as those who attended prekindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. Practice or Policy: These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.
AB - Research Findings: A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of prekindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within 2 months of the state-determined cutoff date for prekindergarten and kindergarten entry were administered 4 subtests of the Woodcock-Johnson III Tests of Achievement in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, we found that children who were starting kindergarten and who had prior experience in prekindergarten had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended prekindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had prekindergarten experience. In addition, although children who attended kindergarten as well as those who attended prekindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. Practice or Policy: These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.
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U2 - 10.1080/10409289.2012.712888
DO - 10.1080/10409289.2012.712888
M3 - Article
VL - 24
SP - 687
EP - 703
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 5
ER -