Abstract
The purpose of this study was to determine whether the effects of participation in the Florida Voluntary Prekindergarten Program are sustained in kindergarten reading readiness for those who participated in the research school district VPK, those who participated in another provider VPK, and compared to those who did not participate in VPK. Select stakeholder perceptions were also gathered and analyzed, to include research school district parents of VPK participants, research school district VPK instructors, and research school district administrators. Academic effects were analyzed for VPK participants and non-VPK participants in 2012-2013 within their kindergarten 2013-2014 school year using the FAIR-K portion of the Florida Kindergarten Readiness Screener as well as the Discovery Education Early Skills Assessment for Kindergarten English/Language Arts Performance Measurement Assessment 1. Using a one way analysis of variance (ANOVA) it was determined that participation in VPK produces greater reading readiness in kindergarten. Statistically significant differences were found among the means of research school district VPK participants, another provider VPK participants, and non-VPK participants. On average, VPK participants, regardless of provider, exhibited significantly enhanced reading readiness skills than their non-VPK participant peers within both measurements. Stakeholder perceptions included the successful and challenging elements of leading and teaching VPK within the research school district as well as how parents come to the decision of selecting the research school district as their VPK provider of choice over other available providers.
Notes
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Graduation Date
2016
Semester
Summer
Advisor
Taylor, Rosemarye
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Educational Leadership; Executive
Format
application/pdf
Identifier
CFE0006316
URL
http://purl.fcla.edu/fcla/etd/CFE0006316
Language
English
Release Date
August 2017
Length of Campus-only Access
1 year
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Hanshaw, Brandon, "The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014" (2016). Electronic Theses and Dissertations. 5180.
https://stars.library.ucf.edu/etd/5180
Included in
Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Reading and Language Commons