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Full-Day, Half-Day, and No Preschool: Effects on Urban Children's First Grade Reading Achievement

^* To whom correspondence should be addressed. E-mail: dtracey{at}kean.edu.

	Abstract

1. This study examined the relationships between students’ attendance at full-day, half-day, or no preschool and first grade reading achievement. 214 urban, low SES public first grade students of mixed ethnicities were studied. Using the students’ Developmental Reading Assessment (DRA2) scores (Beaver, 2006), results indicated that by the middle of first grade students who completed one year of full-day preschool significantly outperformed students who did not attend preschool. Students who completed one year of full-day preschool also outperformed students who completed half-day preschool, although not to a significant degree. Additionally, students who completed half-day preschool outperformed students who did not attend preschool, although not to a significant degree. The results further showed that significant differences between the groups were not apparent at the start of first grade, demonstrating that preschool attendance may not show immediate, positive benefits.

First published on July 21, 2009
Education and Urban Society 2009, doi:10.1177/0013124509336060


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