Literature Review for research on benefits of prekindergarten programs on literacy readiness Literature Map Theoretical Perspective The theory based on the problem of finding the benefits of prekindergarten on literacy is grounded in the Piaget's theory of Cognitive Constructivism and Vygotsky's Social Constructivism theory (Wans, Cockcroft, & Duncan, 2009; Woolfolk, 2006)…
Literature Review The following includes the review of literature regarding some researches conducted on investigating the benefits of prekindergarten programs on children’s literacy. The proponent integrates with this review the different information based on various researches in line with finding the benefits of prekindergarten programs on literacy. II. The Benefits of prekindergarten programs on literacy readiness Prekindergarten programs and children’s readiness for school Magnuson, Ruhm, and Waldfogel (2007) present in their study the evidence of spiraling forward number of prekindergarten programs, but in order to justify the importance of their study, they expound the fact that there is quiet limited number of studies showing evidence of the effects of such curriculum. Their study focuses on the association between prekindergarten programs and readiness of children in both public and private school. Regarding this, it is their objective to find out the impact of prekindergarten programs on children’s school readiness. In order to achieve the desired result and information, they employ data coming from Early Childhood Longitudinal Study. They used test of association between prekindergarten programs and academic skills and behaviors. They found that higher reading and mathematical skills at school entry are positively associated with prekindergarten programs. However, they also found that prekindergarten programs can contribute to behavioral problems, but evidence suggests this does not have much impact on children in public schools. Some findings could actually justify this claim. Social and cognitive development Loeb, Bridges, Bassok, Fuller and Rumberger (2007) try to find out the influence of preschool centers on children’s social and cognitive development. In order to achieve this objective, matching and instrumental variables estimates were employed. Family and income and races where included in the study. It is found that center-based care has positive impact on math scores, but with negative implications on socio-behavioral measures. On the contrary, Hispanic children proficient in English have high academic gain but with neutral socio-behavioral effects. It is also found that academic benefits are higher to those children who started early with their pre-school education, approximately 2 to 3 years old. However, these children were noted to have developed some behavioral problems. In other words, children who started at early age in preschool may have significant academic gain, but will also substantially face some remarkable behavioral problems. These results have also potential implications on family income and race. Skills and language literacy Assel, Landry, Swank, and Gunnewig (2007) conducted investigation to prove that American pre-school children lack sufficiency in language and literary skills to move forward to kindergarten. Prior to conducting this, they have their reference from two language and literacy curricula. In order to justify their point, Assel, Landry, Swank and Gunnewig created a pre and post-test design and initiated them to 603 children as chosen respondents plus a control group. In the data analysis, they formulated a multi-level growth curve modeling having child outcomes as dependent ...
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Whole word programs necessitate that students distinguish the meaning of words based on context (Coles, p. 113). This is contrasted from skills or objects based approaches as these approaches engage in language instruction through phonemes. This approach considers that learners are best capable of determining the meaning of words through establishing the small component of their meaning (Coles, p.
Literature reviews range from simple with less extensive scopes to the more complex reviews that cover a wider scope. In this regard, it is worthy to note that students normally need to write literature reviews as they begin their college and undergraduate studies while the professional scholars do it as a routine in their quest to write reports worthy of publishing
Hagell (2002) found that 88 percent of young British juvenile offenders were prone to recidivism within about two years after their release from custody. The U.S. Department of Education however, found that 83% of the juvenile offenders incarcerated in prisons have reading problems (www.newhopecharitablefoundation.org).
(1990). The earlier problems are identified and intervention is started the greater the chances for the student to find success with reading and raise their reading and writing skills to a grade appropriate level. Several facts regarding at risk children have been published:
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