The purpose of this study was to examine the impact of School Home Links activity guide homework on kindergarten Texas Primary Reading Inventory scores. Student Texas Primary Reading Inventory (TPRI) scores were obtained and analyzed for gains in score from the Middle of Year (MOY) and End of Year (EOY) administration. Parents were provided School Home Links Activity Guide Homework to use with their child on a weekly basis for twelve weeks. This group formed an experimental group. A control group did not receive SHL activity guide homework. For the control and experimental group each student's letter/sound score was entered into SPSS for the MOY and EOY TPRI, and average gains were calculated. Groups of students were isolated and analyzed for gain based upon participation in a district reading program, and/or high or low parental involvement in SHL activity guide homework. Research in the upper grades shows that homework completion and parent involvement positively affect student achievement. Students whose parents are involved in their education reap many benefits. These benefits include higher academic achievement (Davies, 1991). Fuller & Olsen (1998), Davies (1991), and Epstein (1995) believe parent involvement is a stronger indicator of student achievement than socioeconomic status, parent education, ethnicity, or any other indicator. The research supports the use of homework for upper grades. The results of this study remain inconclusive for kindergarten age students. This study shows that there is no statistically significant difference between experimental and control group kindergarten TPRI scores when homework is an independent variable.

The Devereux Early Childhood Assessment (DECA; L.eBuffe & Naglieri, 1999), a standardized strength-based measure, was used with 125 kindergarten children from two different regions in British Columbia to investigate the relationship between mother and teacher ratings of students’ strengths and behaviour problems. Results suggest that the level of agreement between mother and teacher ratings for children’s strengths is similar to the level of agreement between mother and teacher ratings for children’s problem behaviours. The level of agreement between motherreported and teacher-reported scores was found to be low for all DECA scales and most DECA items, with some differences found upon examination of the sample by gender. The findings revealed three main trends: first, a higher degree of correspondence and a lower degree of difference was found between mother and teacher ratings for the Self-Control scale and items, compared to the other scales and items; second, a lower degree of correspondence and a higher degree of difference was found between mother and teacher ratings for the Attachment scale and items, compared to other scales and items; third, the level of agreement between mothers and teachers ratings was higher for boys than for girls. These patterns of cross-informant correspondences and differences are discussed in the context of the need for practitioners to obtain rating information from both mothers and teachers, since each rater provides a unique perspective. Furthermore, the importance of highlighting children’s strengths in the assessment process is emphasized.

The purpose of this study was to examine the impact on the academic performance of Hispanic pre-kindergarten students after participating in a three year structured literacy program compared to the academic performance of Hispanic prekindergarten students not in a structured literacy program in selected elementary schools in the Laredo Independent School District in Texas. This study’s objective was to determine if participation in a structured literacy program is beneficial. This study will provide information and direction for district educators and school leaders contemplating the benefits of a three year old pre-kindergarten program at all district campuses. The researcher’s hypothesis that young Hispanic children, given the opportunity to attend a three year old structured literacy program, will acquire literacy skills and perform academically above what is normally is expected for this age group, is supported by literature and studies reviewed. Key to the purpose of this study is the understanding that as children grow and develop in today’s competitive society, literacy is important because it provides a foundation for life-long learning. For that reason it becomes necessary to educate all children at an early age. Given that in today’s volatile educational system, a comprehensive early childhood program has not been adopted much less one that focuses on pre-literacy and literacy skills; it is vital to examine the possible benefits. Currently, school districts and private institutions allow children to enter a kindergarten at different levels of literacy development and reading readiness; this is even truer for today’s divergent and burgeoning Hispanic population. Based on research, students tend to fare better, both short-term and long-term when allowed to enter an early educational setting. While no specific program is identified as key to this success, it only stands to reason that one that is structured and that has a well defined curriculum would fare better. Conclusions from this study provide data reflecting a need to provide an early pre-literacy program, improvement of teacher training, and greater parental involvement. It is this researcher’s contention that schools benefit from further research regarding the implementation of like programs in other geographic regions and with other participants.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains viii, 93 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 89-93).

Thesis (M.A.)--Central Connecticut State University, 2001. / Thesis advisor: Patti Lynn O'Brien. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Reading." Includes bibliographical references (leaves 43-46).

No description available.

The purpose of this study was to examine the impact of School Home Links activity guide homework on kindergarten Texas Primary Reading Inventory scores. Student Texas Primary Reading Inventory (TPRI) scores were obtained and analyzed for gains in score from the Middle of Year (MOY) and End of Year (EOY) administration. Parents were provided School Home Links Activity Guide Homework to use with their child on a weekly basis for twelve weeks. This group formed an experimental group. A control group did not receive SHL activity guide homework. For the control and experimental group each student's letter/sound score was entered into SPSS for the MOY and EOY TPRI, and average gains were calculated. Groups of students were isolated and analyzed for gain based upon participation in a district reading program, and/or high or low parental involvement in SHL activity guide homework. Research in the upper grades shows that homework completion and parent involvement positively affect student achievement. Students whose parents are involved in their education reap many benefits. These benefits include higher academic achievement (Davies, 1991). Fuller & Olsen (1998), Davies (1991), and Epstein (1995) believe parent involvement is a stronger indicator of student achievement than socioeconomic status, parent education, ethnicity, or any other indicator. The research supports the use of homework for upper grades. The results of this study remain inconclusive for kindergarten age students. This study shows that there is no statistically significant difference between experimental and control group kindergarten TPRI scores when homework is an independent variable.

The Devereux Early Childhood Assessment (DECA; L.eBuffe & Naglieri, 1999), a standardized strength-based measure, was used with 125 kindergarten children from two different regions in British Columbia to investigate the relationship between mother and teacher ratings of students’ strengths and behaviour problems. Results suggest that the level of agreement between mother and teacher ratings for children’s strengths is similar to the level of agreement between mother and teacher ratings for children’s problem behaviours. The level of agreement between motherreported and teacher-reported scores was found to be low for all DECA scales and most DECA items, with some differences found upon examination of the sample by gender. The findings revealed three main trends: first, a higher degree of correspondence and a lower degree of difference was found between mother and teacher ratings for the Self-Control scale and items, compared to the other scales and items; second, a lower degree of correspondence and a higher degree of difference was found between mother and teacher ratings for the Attachment scale and items, compared to other scales and items; third, the level of agreement between mothers and teachers ratings was higher for boys than for girls. These patterns of cross-informant correspondences and differences are discussed in the context of the need for practitioners to obtain rating information from both mothers and teachers, since each rater provides a unique perspective. Furthermore, the importance of highlighting children’s strengths in the assessment process is emphasized.

There is no abstract available for this dissertation.