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Investigating academic performance between Hispanic pre-kindergarten students enrolled and not enrolled in a structured literacy program in selected elementary schools.

机译：调查在选定的小学就读和未就读结构化扫盲计划的拉美裔学前班学生之间的学习成绩。

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摘要

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.
机译：这项研究的目的是研究参加三年结构性扫盲计划后与未参加结构化扫盲计划的西班牙裔幼儿园学生相比，该项目对西班牙学前幼儿园学生的学业表现的影响。德克萨斯州的拉雷多独立学区。这项研究的目的是确定参加结构化扫盲计划是否有益。这项研究将为地区教育者和学校领导者提供信息和指导，以考虑在所有地区校园实施为期三年的幼儿园前计划的好处。 ，将获得读写能力，并在学业上超出该年龄组通常预期的水平，并受到文献和研究的支持。这项研究目的的关键是要理解，随着儿童在当今竞争激烈的社会中成长和发展，识字是之所以重要，是因为它为终身学习奠定了基础。因此，有必要对所有儿童进行早期教育。考虑到在当今动荡的教育体系中，尚未采用一项全面的幼儿计划，其重点是识字前和识字技能，因此研究可能的收益至关重要。当前，学区和私人机构允许儿童以不同水平的读写能力进入幼儿园，并为他们的阅读准备做好准备，这对于当今多样化和迅速发展的西班牙裔人口来说更为真实。根据研究，如果允许学生进入早期教育环境，无论短期还是长期，他们的成绩都会更好。虽然没有特定的计划被认为是成功的关键，但这仅是因为结构合理，课程定义明确的计划会有更好的表现。本研究的结论提供了反映需要提供早期扫盲计划的数据。 ，改善老师的培训以及更多的父母参与。这位研究人员的观点是，学校可以从其他地理区域以及与其他参与者的实施类似计划的进一步研究中受益。

著录项

  • 作者

    Guerra, Veronica F.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Early Childhood.Education Elementary.Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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