Scholastic PreK on My Way Literacy Connection to PreK Literacy Outcomes: Lookback Cross-Cohort Comparison Study 2023-2024 and 2024-2025
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| Title: | Scholastic PreK on My Way Literacy Connection to PreK Literacy Outcomes: Lookback Cross-Cohort Comparison Study 2023-2024 and 2024-2025 |
|---|---|
| Language: | English |
| Authors: | Michaela Gulemetova, Isabella Ilievski, Daniela Pardo, Sofia Jimenez, Rachel Schechter, Charles River Media Group, LXD Research |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Preschool Children, Preschool Curriculum, Emergent Literacy, Reading Instruction, Alphabets, Program Effectiveness, Early Childhood Education, Program Descriptions |
| Geographic Terms: | Connecticut |
| Abstract: | This quasi-experimental study examined the impact of the PreK On My Way (PKOMW) curriculum on early literacy outcomes in a mid-sized, linguistically and socioeconomically mixed school district in Connecticut. The analytic sample included 1,063 PreK students across two consecutive cohorts: 830 students who participated in PKOMW during the 2024-2025 school year and 233 students from the 2023-2024 school year prior to program adoption. A matched cohort comparison design was employed, using propensity score matching to create comparable treatment and comparison groups based on baseline literacy skills, age, and school. Student outcomes were measured using district literacy assessments, including Letter Naming Uppercase, Letter Naming Lowercase, and Letter Sound Knowledge. After matching, PKOMW students scored significantly higher than comparison students on all three outcomes at the end of the year, with moderate to large effect sizes of 0.31 for Letter Naming Uppercase, 0.40 for Letter Naming Lowercase, and 0.54 for Letter Sound Knowledge (all p < 0.001). Performance-level analyses showed that PKOMW students were substantially more likely to reach Proficient levels and less likely to remain at the Beginning level across all literacy measures. Qualitative findings from educator interviews further supported these results, highlighting strong program structure, engaging and culturally responsive materials, and sustained implementation support as key contributors to successful implementation. Overall, findings suggest that PreK On My Way is an effective approach for strengthening early literacy skills and promoting kindergarten readiness in PreK settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679417 |
| Database: | ERIC |
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