View in EDS

LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.

Saved in:
Bibliographic Details
Title: LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.
Authors: STEIN, ANNIE, WOLFF, MAX, Yeshiva Univ., New York, NY. Graduate School of Education.
Peer Reviewed: N
Page Count: 17
Publication Date: 1966
Descriptors: Academic Records, Community Centers, Day Care, Early Childhood Education, Family Mobility, Longitudinal Studies, Performance Factors, Preschool Education, Reading Achievement, Student Records
Geographic Terms: New York (New York)
Assessment and Survey Identifiers: Metropolitan Achievement Tests
Abstract: SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE CENTER RECORDS WERE USED TO TRACE CHILDREN ORIGINALLY IN THE CENTERS TO PUBLIC ELEMENTARY SCHOOLS WHERE THEY WOULD BE IN THIRD, FOURTH, AND FIFTH GRADES. GRADE-EQUIVALENT SCORES FROM METROPOLITAN ACHIEVEMENT TEST I WERE RECORDED FOR ALL TESTED CHILDREN, INCLUDING DAY CARE CENTER GRADUATES. UNCONTROLLED INFLUENCES AND ERROR INTRODUCED BY THE METHOD USED CREATED DIFFICULTIES IN ISOLATING AND MEASURING THE INFLUENCE OF PRE-SCHOOLING. A GREATER NUMBER OF DAY CARE CENTER GRADUATES SCORED AT OR ABOVE GRADE LEVEL THAN THEIR CLASSMATES, ALTHOUGH THIS NUMBER DECLINES AS GRADE LEVEL RISES. THE EVIDENCE IS INSUFFICIENT TO SUPPORT THE HYPOTHESIS THAT DAY CARE CENTERS WERE THE ONLY OR EVEN THE MAJOR FACTOR IN ACADEMIC SUCCESS, BUT IT IS SUFFICIENT TO WARRANT FURTHER STUDY. (SEE ALSO PS 000 281, PS 000 282, PS 000 284, PS 000 285, PS 000 286.) (LG)
Entry Date: 1968
Accession Number: ED015027
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED015027
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED015027
AccessLevel: 3
PubTypeId: unknown
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22STEIN%2C+ANNIE%22">STEIN, ANNIE</searchLink><br /><searchLink fieldCode="AR" term="%22WOLFF%2C+MAX%22">WOLFF, MAX</searchLink><br /><searchLink fieldCode="AR" term="%22Yeshiva+Univ%2E%2C+New+York%2C+NY%2E+Graduate+School+of+Education%2E%22">Yeshiva Univ., New York, NY. Graduate School of Education.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1966
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Records%22">Academic Records</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Centers%22">Community Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Day+Care%22">Day Care</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Mobility%22">Family Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Metropolitan+Achievement+Tests%22">Metropolitan Achievement Tests</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE CENTER RECORDS WERE USED TO TRACE CHILDREN ORIGINALLY IN THE CENTERS TO PUBLIC ELEMENTARY SCHOOLS WHERE THEY WOULD BE IN THIRD, FOURTH, AND FIFTH GRADES. GRADE-EQUIVALENT SCORES FROM METROPOLITAN ACHIEVEMENT TEST I WERE RECORDED FOR ALL TESTED CHILDREN, INCLUDING DAY CARE CENTER GRADUATES. UNCONTROLLED INFLUENCES AND ERROR INTRODUCED BY THE METHOD USED CREATED DIFFICULTIES IN ISOLATING AND MEASURING THE INFLUENCE OF PRE-SCHOOLING. A GREATER NUMBER OF DAY CARE CENTER GRADUATES SCORED AT OR ABOVE GRADE LEVEL THAN THEIR CLASSMATES, ALTHOUGH THIS NUMBER DECLINES AS GRADE LEVEL RISES. THE EVIDENCE IS INSUFFICIENT TO SUPPORT THE HYPOTHESIS THAT DAY CARE CENTERS WERE THE ONLY OR EVEN THE MAJOR FACTOR IN ACADEMIC SUCCESS, BUT IT IS SUFFICIENT TO WARRANT FURTHER STUDY. (SEE ALSO PS 000 281, PS 000 282, PS 000 284, PS 000 285, PS 000 286.) (LG)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1968
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED015027
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED015027
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: Community Centers
        Type: general
      – SubjectFull: Day Care
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Family Mobility
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Student Records
        Type: general
      – SubjectFull: New York (New York)
        Type: general
      – SubjectFull: Metropolitan Achievement Tests
        Type: general
    Titles:
      – TitleFull: LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT. STUDY III.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yeshiva Univ., New York, NY. Graduate School of Education.
      – PersonEntity:
          Name:
            NameFull: STEIN, ANNIE
      – PersonEntity:
          Name:
            NameFull: WOLFF, MAX
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 18
              M: 08
              Type: published
              Y: 1966
ResultId 1