dc.contributor.advisor | Burlbaw, Lynn M. | |
dc.creator | Martinez, Allison | |
dc.date.accessioned | 2018-09-21T15:27:07Z | |
dc.date.available | 2018-09-21T15:27:07Z | |
dc.date.created | 2017-12 | |
dc.date.issued | 2017-11-15 | |
dc.date.submitted | December 2017 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/169578 | |
dc.description.abstract | Determining whether or not a child completes the kindergarten academic year
successfully is an important issue in education. This study examined kindergarten
success by using the Developmental Reading Assessment (DRA) and the kindergarten
Texas Primary Reading Inventory (TPRI).
This study looked at the DRA middle-of-year (MOY) and EOY assessments and
the TPRI beginning-of-year (BOY) and end-of-year (EOY) assessments to determine if
the student met mastery according to standards in Oak Independent School District
(ISD). For this study, the primary question’s independent variable was attendance in prekindergarten
in Oak ISD prior to attending kindergarten in Oak ISD. The secondary
question’s independent variable was the gender of the student, and the dependent
variables were DRA and TPRI results. A two-tailed t test was used for this study in order
to examine how the different variables related to each other. The data for this study came
from the 2013-2014 and 2014-2015 academic years’ DRA and TPRI assessments.
Findings from the study included the following: There was a statistical
significant increase in means for both the students who attended and who did not attend
pre-kindergarten in Oak ISD on both the DRA and TPRI assessments according to the
two-tailed t-test. The difference in means indicates that the scores for students who
attended pre-kindergarten in Oak ISD were higher on the TPRI and lower on the DRA
for the students who did not attend pre-kindergarten in Oak ISD. There was also a
statistical significant increase in means for both the male and female students who
attended pre-kindergarten in Oak ISD on both the DRA and TPRI assessments according
to the two-tailed t-test. The difference in means indicates that the scores of male students
who attended pre-kindergarten in Oak ISD was higher on both the TPRI and the DRA
than for the female students who also attended pre-kindergarten in Oak ISD. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Pre-kindergarten | en |
dc.subject | SES | en |
dc.title | Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments | en |
dc.type | Thesis | en |
thesis.degree.department | Teaching, Learning, and Culture | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Philosophy | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Rackley, Robin | |
dc.contributor.committeeMember | Viruru, Radhika | |
dc.contributor.committeeMember | Juntune, Joyce | |
dc.type.material | text | en |
dc.date.updated | 2018-09-21T15:27:08Z | |
local.etdauthor.orcid | 0000-0002-3976-4783 | |