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| dc.creator |
Thomasson, Tamara |
en_US |
| dc.date |
2008 |
|
| dc.date.accessioned |
2023-05-05T16:46:49Z |
|
| dc.date.available |
2023-05-05T16:46:49Z |
|
| dc.identifier |
thomasson_tamara_2008 |
|
| dc.identifier.uri |
http://72.14.178.173:8080/xmlui/handle/123456789/612 |
|
| dc.description.abstract |
This study was conducted on students from a rural school district located inKansas. According to the Dynamic Indicators of Basic Early Literacy Skills, less thanhalf of the students entering kindergarten in the Wellsville Unified School District areready to learn. This study aims to identify the early childhood providers within thedistrict and determine if there is a difference in the reading readiness of students whohave attended them. This study utilized student scores and classifications from theDynamic Indicators of Basic Early Literacy Skills (DIBELS) beginning kindergartenassessment. |
en_US |
| dc.publisher |
Baker University |
|
| dc.title |
WELLSVILLE EARLY CHILDHOOD EDUCATION AND KINDERGARTENREADINESS AS MEASURED BY THE DYNAMIC INDICATORS OF BASICEARLY LITERACY SKILLS (DIBELS) |
en_US |
| dc.type |
dissertation |
en_US |
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