Date of Award
Summer 6-10-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Mike Coquyt
Keywords
kindergarten, alphabet, readiness
Abstract
The purpose of this study was to determine the effect of the Gearing Up For Kindergarten program on a group of children and their letter recognition success. Specifically, the study looked at letter naming scores of students’ entering Kindergarten and the correlation between their letter knowledge at the beginning of the academic year and attending Gearing Up for Kindergarten. Gearing Up for Kindergarten is a program that works with upcoming Kindergarten students. The program offers opportunities for students to meet their possible teacher, become familiar with the school setting, practice routines of Kindergarten, and meet new friends. Scores were recorded at the beginning of the Gearing Up For Kindergarten program and then they were recorded post intervention (at the beginning of school year). The pre-intervention letter recognition scores of students that attended Gearing Up for Kindergarten were higher than those that did not attend. The mean score for children that attended was 17.83 pre-intervention, and the score for the children that did not attend the program was 2.8 pre-intervention. The post-intervention mean score for students that attended was 26, and the post-intervention mean score for students that did not attend was 23.5. Both post intervention scores being higher than the pre-intervention scores. The most noticeable difference was the pre-intervention scores of those that didn’t attend versus those that did attend. The non-attendees had a much lower score than the attendees which could suggest that the program had an effect on their letter recognition score.
Recommended Citation
Mark, Heather, "The Effect of Gearing Up For Kindergarten on the Development of Letter Recognition In a group of Kindergarten Students" (2019). Dissertations, Theses, and Projects. 220.
https://red.mnstate.edu/thesis/220