A Study of Prekindergarten Literacy Experiences in a Northeast Tennessee School System.

<p>To meet the guidelines generated by the No Child Left Behind law (NCLB) pressures to raise student achievement have filtered down to and emerged in prekindergarten classrooms. The leadership of state, federal, and local policymakers is critical to the movement for high quality prek for all. The purpose of this study was to examine the scores of prekindergarten students when presented 3 different methods of literacy instruction and to compare the scores according to gender and among 3 age groups.</p><p>This study found a significant difference in the scores of students when analyzed according to age. The youngest students scored significantly higher than the older students. The results support the literature that young children's brains are more active. There is evidence to support the move to provide high quality prekindergarten for all, which includes Tennessee Governor Phil Bredeson's preK Initiative.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2009

Author dc:creator

• Gamble, Barbara Jean

• emergent literacy
• pre-kindergarten
• early childhood
• Education
• Educational Assessment, Evaluation, and Research

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1829

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3181