Child Care and Early Education Research Connections

Skip to main content

Kindergarten reading readiness: Effects of full day prekindergarten attendance

Description:
A study of the relationship between reading performance of kindergarten students and full day public prekindergarten attendance and a related study of kindergarten staff perceptions of reading readiness, based on data from 250 kindergarteners and interviews with professional staff in a rural school district
Resource Type:
Reports & Papers
Author(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Oklahoma

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

The Full Day Kindergarten Early Learning Program: Final report

Reports & Papers

Full day every day kindergarten: Considerations for policymakers

Fact Sheets & Briefs

The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data

Reports & Papers
Release: 'v1.61.0' | Built: 2024-04-23 23:03:38 EDT