Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2010

Committee Chair or Co-Chairs

Pamela H. Scott

Committee Members

Virginia P. Foley, James H. Lampley, Cecil N. Blankenship

Abstract

The purpose of this study was to determine if a difference in Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores exists between students who attended Tennessee's Voluntary Preschool for All program, Head Start, private preschool, or daycare and those who did not attend any type of preschool program for students in grades kindergarten through fifth. The sample consisted of students who attended kindergarten through fifth grade during the 2009-2010 school year in one east Tennessee school system. Data gathered were from Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores obtained during the 2009-2010 school year and a survey. A two-way analysis of variance was used to identify any relationship between variables.

The investigation of the comparison between the type of preschool attended or no preschool and DIBELS scores will provide information to parents considering enrolling a child in one of the many state funded preschools, daycare, or preparing their child at home. The data will also assist with the implementation of new preschool programs and the improvement of existing programs within the public school setting.

Results of this study will be of immediate interest to preschool programs in the surveyed school system. Other school systems interested in the efficacy of preschool education for increasing student achievement will benefit from the information as well.

Statistical analyses were conducted for DIBELS scores in Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency for kindergarten students. Statistical analyses were conducted for DIBELS scores in Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency, Oral Reading Fluency (ORF), and Retell Fluency (RF) for first grade students. Statistical analyses were conducted for DIBELS scores Oral Reading Fluency (ORF) and Retelling Fluency (RF) for grades 3, 4, and 5. The results of this study did not support a significant difference among DIBELS scores and the type of preschool experience and gender for students enrolled in Hamblen County schools. The results did support a significant main effect for type of preschool for students enrolled in Hamblen County schools. Students who attended private preschool scored better than students who attended the state program, Head Start, daycare, or did not attend a preschool.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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