The Effects of Early Education on the Receptive Language Development of Kindergarten Children
The purpose of this study was to determine if there was a significant difference in the receptive language of children who had attended an early childhood education center, and those who had not. Subjects were 64 kindergarten students from an elementary school on a military base in the southeast. The Peabody Picture Vocabulary Test- Revised (PPVT-R) was administered to all subjects. The t test for independent means was computed; no significant differences in mean scores existed between the two groups. Further analyses of the subjects were made to assess if age or gender influenced the results. The only significant difference found was between the older non-early educated girls and the older early educatied girls (p < .02).
Kindergarten, The Peabody Picture Vocabulary Test- Revised, PPVT-R, Early Childhood Education, Educational Assessment, Evaluation, and Research, Language and Literacy Education
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