Does attending a state-funded preschool program improve letter name knowledge?

被引：6

作者：

Huang, Francis L. ^{[1
]}

机构：

[1] Univ Missouri, Coll Educ, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2017年 / 38卷

关键词：

Preschool; Letter name knowledge; Regression discontinuity design; Virginia; State-funded pre-K; REGRESSION DISCONTINUITY DESIGNS; EARLY LITERACY SKILLS; PHONOLOGICAL AWARENESS; INDIVIDUAL-DIFFERENCES; ACADEMIC-ACHIEVEMENT; EARLY INTERVENTION; LETTER SOUNDS; PRE-K; KINDERGARTEN; CHILDREN;

D O I：

10.1016/j.ecresq.2016.08.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the causal impact of attending a state-funded pre-K program, the Virginia Preschool Initiative (VPI), on letter name knowledge using a regression discontinuity (RD) design. Children who attended VPI (n=9,689) had higher letter name knowledge (9 letters higher) compared to students who had just begun VPI (n=10,897). Findings were robust across various model specifications and imputation methods used. Effect sizes were large (ES=0.89-1.01) and comparable to other state-wide pre-K evaluations using an RD design with a similar outcome. (C) 2016 Elsevier Inc. All rights reserved.

引用

页码：116 / 126

页数：11

共 47 条

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