Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students.
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| Title: | Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students. |
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| Authors: | Wolgemuth, Jennifer R., Cobb, R. Brian, Winokur, Marc A., Leech, Nancy, Ellerby, Dick |
| Source: | Journal of Educational Research. May/Jun2006, Vol. 99 Issue 5, p260-270. 11p. 4 Charts. |
| Subjects: | Kindergarten, Early childhood education, Academic achievement, Reading (Kindergarten), Mathematics education (Primary) |
| Abstract: | The authors compared the achievement of children who were enrolled in full-day kindergarten (FDK) to a matched sample of students who were enrolled in half-day kindergarten (HDK) on mathematics and reading achievement in Grades 2, 3, and 4, several years after they left kindergarten. Results showed that FDK students demonstrated significantly higher achievement at the end of kindergarten than did their HDK counterparts, but that advantage disappeared quickly by the end of first grade. Interpretations and implications are given for that finding. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 21135219 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wolgemuth%2C+Jennifer+R%2E%22">Wolgemuth, Jennifer R.</searchLink><br /><searchLink fieldCode="AR" term="%22Cobb%2C+R%2E+Brian%22">Cobb, R. Brian</searchLink><br /><searchLink fieldCode="AR" term="%22Winokur%2C+Marc+A%2E%22">Winokur, Marc A.</searchLink><br /><searchLink fieldCode="AR" term="%22Leech%2C+Nancy%22">Leech, Nancy</searchLink><br /><searchLink fieldCode="AR" term="%22Ellerby%2C+Dick%22">Ellerby, Dick</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. May/Jun2006, Vol. 99 Issue 5, p260-270. 11p. 4 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Kindergarten%29%22">Reading (Kindergarten)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Primary%29%22">Mathematics education (Primary)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The authors compared the achievement of children who were enrolled in full-day kindergarten (FDK) to a matched sample of students who were enrolled in half-day kindergarten (HDK) on mathematics and reading achievement in Grades 2, 3, and 4, several years after they left kindergarten. Results showed that FDK students demonstrated significantly higher achievement at the end of kindergarten than did their HDK counterparts, but that advantage disappeared quickly by the end of first grade. Interpretations and implications are given for that finding. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=21135219 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3200/JOER.99.5.260-270 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 260 Subjects: – SubjectFull: Kindergarten Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Reading (Kindergarten) Type: general – SubjectFull: Mathematics education (Primary) Type: general Titles: – TitleFull: Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wolgemuth, Jennifer R. – PersonEntity: Name: NameFull: Cobb, R. Brian – PersonEntity: Name: NameFull: Winokur, Marc A. – PersonEntity: Name: NameFull: Leech, Nancy – PersonEntity: Name: NameFull: Ellerby, Dick IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 00220671 Numbering: – Type: volume Value: 99 – Type: issue Value: 5 Titles: – TitleFull: Journal of Educational Research Type: main |
| ResultId | 1 |
