The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test

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The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third graders who attended the district's pre-k program ... continued below

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Ringhauser, John T. December 2008.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 1592 times , with 11 in the last month . More information about this dissertation can be viewed below.

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  • Ringhauser, John T.

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Description

The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third graders who attended the district's pre-k program in 2000-2001 and testing in 2005, differ from those who attended the district's pre-k program in 2001-2002 and testing in 2006? The research study used a quantitative methodology designed as causal-comparative analysis. Independent t-tests were used to determine if there were any significant differences in test scores of third graders between the two groups of students. Although the results of the statistical analysis revealed some isolated statistically significant differences between those Spanish-speaking bilingual students who attended pre-kindergarten and those who did not, the data showed no real differences in the test scores of those students.

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UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

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  • December 2008

Added to The UNT Digital Library

  • March 17, 2010, 11:40 a.m.

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  • April 26, 2016, 5:29 p.m.

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Citations, Rights, Re-Use

Ringhauser, John T. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test, dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc12191/: accessed August 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .