Date Approved

5-6-1996

Embargo Period

9-7-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Developmentally disabled children--Education; Kindergarten

Disciplines

Disability and Equity in Education

Abstract

The purpose of this project was to determine if participation in a year long developmental kindergarten prior to school entry would prove beneficial in promoting academic achievement. A screening of all kindergarten-age eligible children the spring prior to school entry, utilizing the Childcraft DIAL-R Screening Test, identified students considered to be developmentally young. The subjects in this longitudinal study were comprised of identified students that either participated in the developmental kindergarten prior to school entry or, due to parental objections, chose to go directly into the traditional kindergarten. Outcome measures utilized included teacher assigned report card grades as a functional measure, as well as the Iowa Test of Basic Skills as a formal measure.

The results of the functional measure indicated that the developmental kindergarten experience did prove beneficial in helping students acquire the skills necessary for academic achievement. The results of the formal measure proved inconclusive.

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