The purpose of this study was to accept the hypothesis that kindergarten students who were introduced to critical literacy lessons could learn and increase their higher level thinking skills according to Bloom's Taxonomy of Cognition than kindergarten students who were not instructed in critical literacy. The experimental group consisted of fifteen kindergarten students and the control group included eighteen kindergarten students. The demographics of the experimental classroom included seven Caucasian students, six African American students, and two Hispanic students. Five of the students received free lunch. The specific classroom in which the study was performed was a general education kindergarten classroom.
Data was collected through the administration of a pre-test to the experimental group. Then five consecutive critical literacy lessons were implemented. After the completion of the five lessons a post-test was administered to the experimental group as well as the control group who did not receive any critical literacy lessons. A t-test was performed on the data to find out whether the findings were significant or not. It was found that the findings were significant in all six levels of Bloom's Taxonomy of higher level thinking skills, except the last level of evaluation.
","abstract_html":"<p>The purpose of this study was to accept the hypothesis that kindergarten students who were introduced to critical literacy lessons could learn and increase their higher level thinking skills according to Bloom's Taxonomy of Cognition than kindergarten students who were not instructed in critical literacy. The experimental group consisted of fifteen kindergarten students and the control group included eighteen kindergarten students. The demographics of the experimental classroom included seven Caucasian students, six African American students, and two Hispanic students. Five of the students received free lunch. The specific classroom in which the study was performed was a general education kindergarten classroom.</p> <p>Data was collected through the administration of a pre-test to the experimental group. Then five consecutive critical literacy lessons were implemented. After the completion of the five lessons a post-test was administered to the experimental group as well as the control group who did not receive any critical literacy lessons. A t-test was performed on the data to find out whether the findings were significant or not. It was found that the findings were significant in all six levels of Bloom's Taxonomy of higher level thinking skills, except the last level of evaluation.</p>","abstract_has_math":false,"creators":["Virelli, Jennifer L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-29T07:00:00Z","date_published":"2006-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Kindergarten--Activity programs; Literacy programs","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/945","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Virelli, Jennifer L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Kindergarten--Activity programs; Literacy programs","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/945"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to accept the hypothesis that kindergarten students who were introduced to critical literacy lessons could learn and increase their higher level thinking skills according to Bloom's Taxonomy of Cognition than kindergarten students who were not instructed in critical literacy. The experimental group consisted of fifteen kindergarten students and the control group included eighteen kindergarten students. The demographics of the experimental classroom included seven Caucasian students, six African American students, and two Hispanic students. Five of the students received free lunch. The specific classroom in which the study was performed was a general education kindergarten classroom.
Data was collected through the administration of a pre-test to the experimental group. Then five consecutive critical literacy lessons were implemented. After the completion of the five lessons a post-test was administered to the experimental group as well as the control group who did not receive any critical literacy lessons. A t-test was performed on the data to find out whether the findings were significant or not. It was found that the findings were significant in all six levels of Bloom's Taxonomy of higher level thinking skills, except the last level of evaluation.
"]},{"key":"dc:title","label":"Title","values":["The effects of critical literacy according to Bloom's taxonomy cognition"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Virelli, Jennifer L."],"dc:date.available":["2016-04-07T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to accept the hypothesis that kindergarten students who were introduced to critical literacy lessons could learn and increase their higher level thinking skills according to Bloom's Taxonomy of Cognition than kindergarten students who were not instructed in critical literacy. The experimental group consisted of fifteen kindergarten students and the control group included eighteen kindergarten students. The demographics of the experimental classroom included seven Caucasian students, six African American students, and two Hispanic students. Five of the students received free lunch. The specific classroom in which the study was performed was a general education kindergarten classroom.
Data was collected through the administration of a pre-test to the experimental group. Then five consecutive critical literacy lessons were implemented. After the completion of the five lessons a post-test was administered to the experimental group as well as the control group who did not receive any critical literacy lessons. A t-test was performed on the data to find out whether the findings were significant or not. It was found that the findings were significant in all six levels of Bloom's Taxonomy of higher level thinking skills, except the last level of evaluation.
"],"dc:identifier":["https://rdw.rowan.edu/etd/945"],"dc:subject":["Kindergarten--Activity programs; Literacy programs","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["The effects of critical literacy according to Bloom's taxonomy cognition"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:52Z"}