The purpose of the current study was to investigate the difference in pro-social
behavior, self-regulation, overall reading performance, Lexile levels, and teachers’
perception of classroom climate of kindergarten students who received the Ready to
Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment
group: n = 173) and kindergarten students who did not receive the intervention
(comparison group: n = 124). The study followed a quasi-experimental, comparison
group design in which teachers completed the Child Behavior Rating Scale (CBRS) and
Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected
reading data from individual students. Descriptive statistics for each of the measures, the
findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data,
along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data,
and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the
participants’ pro-social behavior and self-regulation by condition. The findings revealed
a statistically significant difference on the pro-social skills but did not show a statistically
significant difference in self-regulation. The MANCOVA revealed statistically
significant differences in overall reading performance between the treatment and
comparison group; however, did not reveal statistically significant differences on the
Lexile levels for the students who participated in the intervention. Finally, the ANCOVA
reported a statistically significant difference in the perceived impact of the school
counselor by the treatment group kindergarten as compared to the teachers in the
comparison group; however, no other differences were found on the TMCI-SF scales.
With these results, there is a need for further empirical research to determine the impact
of the RTL program on students’ academic and SEL development. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39781 |
| Contributors | Kuba, Summer Perhay (author), Villares, Elizabeth (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Counselor Education |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 128 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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