This dissertation examines the impact of Pre-K experiences on kindergarten early literacy skills in Alabama. A convergent parallel mixed-methods research design was utilized to analyze assessment data from My Teaching Strategies AlaKiDS and Renaissance STAR Early Literacy for kindergarten students in a rural Alabama district. The students were divided into three groups for comparison: students who attended Alabama First Class Pre-K, those in private programs using the Abeka curriculum, and students with no formal Pre-K experience. The dissertation utilized Vygotsky’s constructivist theory to assess the influence of early educational environments on the cognitive development through scaffolding and the Zone of Proximal Development.
Quantitative analyses explored differences in phonological awareness, phonics, vocabulary, fluency, and comprehension. Qualitative data from interviews with 10 kindergarten teachers examined their views on assessment accuracy and its influence on instruction. Findings indicate that high-quality Pre-K programs improve school readiness and literacy outcomes, with preliminary results suggesting that Alabama First Class Pre-K aligns more closely with kindergarten standards compared to Abeka programs or no Pre-K experience. However, only 36% of Alabama’s four-year-olds are served by state-funded Pre-K, highlighting ongoing equity gaps.
This research provides insights for educators and policymakers to strengthen early childhood literacy instruction, improve program quality, and expand access. Recommendations include aligning Pre-K curricula with K-12 standards and emphasizing explicit, systematic early literacy instruction to ensure all children enter school prepared for reading success.
","abstract_html":"<p>This dissertation examines the impact of Pre-K experiences on kindergarten early literacy skills in Alabama. A convergent parallel mixed-methods research design was utilized to analyze assessment data from My Teaching Strategies AlaKiDS and Renaissance STAR Early Literacy for kindergarten students in a rural Alabama district. The students were divided into three groups for comparison: students who attended Alabama First Class Pre-K, those in private programs using the Abeka curriculum, and students with no formal Pre-K experience. The dissertation utilized Vygotsky’s constructivist theory to assess the influence of early educational environments on the cognitive development through scaffolding and the Zone of Proximal Development.</p> <p>Quantitative analyses explored differences in phonological awareness, phonics, vocabulary, fluency, and comprehension. Qualitative data from interviews with 10 kindergarten teachers examined their views on assessment accuracy and its influence on instruction. Findings indicate that high-quality Pre-K programs improve school readiness and literacy outcomes, with preliminary results suggesting that Alabama First Class Pre-K aligns more closely with kindergarten standards compared to Abeka programs or no Pre-K experience. However, only 36% of Alabama’s four-year-olds are served by state-funded Pre-K, highlighting ongoing equity gaps.</p> <p>This research provides insights for educators and policymakers to strengthen early childhood literacy instruction, improve program quality, and expand access. Recommendations include aligning Pre-K curricula with K-12 standards and emphasizing explicit, systematic early literacy instruction to ensure all children enter school prepared for reading success.</p>","abstract_has_math":false,"creators":["Thomason, Michele Davis"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Parul Acharya","Dr. Jennifer Vanslander","Dr. Rania Hodhod"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Pre-Kindergarten","First Class Pre-K","Abeka Curriculum","Early Literacy Skills","Accessibility","Early Childhood Education","Education","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/779","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Parul Acharya","Dr. Jennifer Vanslander","Dr. Rania Hodhod"]},{"key":"dc:creator","label":"Author","values":["Thomason, Michele Davis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pre-Kindergarten","First Class Pre-K","Abeka Curriculum","Early Literacy Skills","Accessibility","Early Childhood Education","Education","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/779"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines the impact of Pre-K experiences on kindergarten early literacy skills in Alabama. A convergent parallel mixed-methods research design was utilized to analyze assessment data from My Teaching Strategies AlaKiDS and Renaissance STAR Early Literacy for kindergarten students in a rural Alabama district. The students were divided into three groups for comparison: students who attended Alabama First Class Pre-K, those in private programs using the Abeka curriculum, and students with no formal Pre-K experience. The dissertation utilized Vygotsky’s constructivist theory to assess the influence of early educational environments on the cognitive development through scaffolding and the Zone of Proximal Development.
Quantitative analyses explored differences in phonological awareness, phonics, vocabulary, fluency, and comprehension. Qualitative data from interviews with 10 kindergarten teachers examined their views on assessment accuracy and its influence on instruction. Findings indicate that high-quality Pre-K programs improve school readiness and literacy outcomes, with preliminary results suggesting that Alabama First Class Pre-K aligns more closely with kindergarten standards compared to Abeka programs or no Pre-K experience. However, only 36% of Alabama’s four-year-olds are served by state-funded Pre-K, highlighting ongoing equity gaps.
This research provides insights for educators and policymakers to strengthen early childhood literacy instruction, improve program quality, and expand access. Recommendations include aligning Pre-K curricula with K-12 standards and emphasizing explicit, systematic early literacy instruction to ensure all children enter school prepared for reading success.
"]},{"key":"dc:title","label":"Title","values":["The Relationship of Preschool Variables to Kindergarten Early Literacy Skills"]}]}],"canonical_facts":{"dc:contributor":["Dr. Parul Acharya","Dr. Jennifer Vanslander","Dr. Rania Hodhod"],"dc:creator":["Thomason, Michele Davis"],"dc:description.abstract":["This dissertation examines the impact of Pre-K experiences on kindergarten early literacy skills in Alabama. A convergent parallel mixed-methods research design was utilized to analyze assessment data from My Teaching Strategies AlaKiDS and Renaissance STAR Early Literacy for kindergarten students in a rural Alabama district. The students were divided into three groups for comparison: students who attended Alabama First Class Pre-K, those in private programs using the Abeka curriculum, and students with no formal Pre-K experience. The dissertation utilized Vygotsky’s constructivist theory to assess the influence of early educational environments on the cognitive development through scaffolding and the Zone of Proximal Development.
Quantitative analyses explored differences in phonological awareness, phonics, vocabulary, fluency, and comprehension. Qualitative data from interviews with 10 kindergarten teachers examined their views on assessment accuracy and its influence on instruction. Findings indicate that high-quality Pre-K programs improve school readiness and literacy outcomes, with preliminary results suggesting that Alabama First Class Pre-K aligns more closely with kindergarten standards compared to Abeka programs or no Pre-K experience. However, only 36% of Alabama’s four-year-olds are served by state-funded Pre-K, highlighting ongoing equity gaps.
This research provides insights for educators and policymakers to strengthen early childhood literacy instruction, improve program quality, and expand access. Recommendations include aligning Pre-K curricula with K-12 standards and emphasizing explicit, systematic early literacy instruction to ensure all children enter school prepared for reading success.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/779"],"dc:language":["English"],"dc:subject":["Pre-Kindergarten","First Class Pre-K","Abeka Curriculum","Early Literacy Skills","Accessibility","Early Childhood Education","Education","Language and Literacy Education"],"dc:title":["The Relationship of Preschool Variables to Kindergarten Early Literacy Skills"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:25Z"}