THE EFFECT OF A PRE-KINDERGARTEN EARLY INTERVENTION PROGRAM ON THE ACADEMIC ACHIEVEMENT OF THIRD-GRADE HISPANIC ENGLISH LANGUAGE LEARNERS

Simple item page
dc.contributor.advisorMacNeil, Angus J.
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberSalazar-Zamora, Martha
dc.creatorOrozco, Matilda 1971-
dc.date.accessioned2014-07-21T13:52:30Z
dc.date.available2014-07-21T13:52:30Z
dc.date.createdMay 2012
dc.date.issued2012-05
dc.date.updated2014-07-21T13:52:30Z
dc.description.abstractThe focus of education policy and reform regarding English Language Learners (ELL) in the State of Texas and the rest of the nation tends to be more on late elementary to high school and that time period’s impact. There has been much less study on the degree of long-term influence of pre-kindergarten programs on ELL student populations with respect to their English language and literacy needs. The purpose of the study was to determine whether ELL students who have attended Pre-kindergarten programs achieve academic success in their native language and English by the critical third- grade year. Data was collected from low socio-economic, Hispanic, ELL students in Texas who attended Pre-kindergarten with control data taken from students who did not. The research data includes information from students’ third grade Texas Assessment of Knowledge and Skills (TAKS) test scores in English and Spanish, retention rates, discipline, TELPAS data, special education data, gifted and talented data and attendance rates. Existing research, along with this study, indicates a positive correlation when ELL students are exposed to a Pre-kindergarten program. In twenty-first century America, all possible pathways to ensure students are prepared for college and career readiness are improved by a strong foundation of skills in the early years of schooling. This foundation-building is even more important for low socio-economic, Hispanic ELL students to critically develop as they enter kindergarten. This study will conclude that a continued, robust, Pre-kindergarten program for English Language Learners is essential to meet the needs of the fastest growing segment of the population and set the foundation to meet the goals of college and career readiness
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/651
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectEnglish language learners
dc.subjectEarly childhood
dc.subjectPre-kindergarten
dc.subjectInterventions
dc.subject.lcshLeadership
dc.titleTHE EFFECT OF A PRE-KINDERGARTEN EARLY INTERVENTION PROGRAM ON THE ACADEMIC ACHIEVEMENT OF THIRD-GRADE HISPANIC ENGLISH LANGUAGE LEARNERS
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
OROZCO-DISSERTATION-2012.pdf
Size:
488.06 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.12 KB
Format:
Plain Text
Description:
Download

Collections

Published ETD Collection