@phdthesis{vance_exploration_2003,
	title = {An exploration of the relationship between preschool experience and the acquisition of phonological awareness in kindergarten},
	abstract = {In order to address perceived problems of readiness for kindergarten it is important to know more
about the effect of preschool attendance on improving the literacy skills of phonological awareness. The
purpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending
preschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a
second language on academic progress in phonological awareness. The data set included 134 children who
attended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts:
those who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head
Start preschool program, and children who had not attended preschool of any kind, including summer
preschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS)
for the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a
second language classification. Analysis of variance was used for the exploratory study. Exploratory analysis
suggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests
(spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all
subtests for socioeconomic status. For children classified as English as a second language, analysis suggested
order of means for both fall and spring for all subtests was native English and then English as a Second
Language. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The
no preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds,
and summed score. A significant main effect attributable for preschool program was noted on all subtests for
both fall and spring.},
	school = {George Mason University},
	author = {Vance, Thana},
	year = {2003}
}

{"_id":"gfXxocWWX4z35WQZ7","bibbaseid":"vance-anexplorationoftherelationshipbetweenpreschoolexperienceandtheacquisitionofphonologicalawarenessinkindergarten-2003","authorIDs":[],"author_short":["Vance, T."],"bibdata":{"bibtype":"phdthesis","type":"phdthesis","title":"An exploration of the relationship between preschool experience and the acquisition of phonological awareness in kindergarten","abstract":"In order to address perceived problems of readiness for kindergarten it is important to know more about the effect of preschool attendance on improving the literacy skills of phonological awareness. The purpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending preschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a second language on academic progress in phonological awareness. The data set included 134 children who attended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts: those who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head Start preschool program, and children who had not attended preschool of any kind, including summer preschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS) for the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a second language classification. Analysis of variance was used for the exploratory study. Exploratory analysis suggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests (spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all subtests for socioeconomic status. For children classified as English as a second language, analysis suggested order of means for both fall and spring for all subtests was native English and then English as a Second Language. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The no preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds, and summed score. A significant main effect attributable for preschool program was noted on all subtests for both fall and spring.","school":"George Mason University","author":[{"propositions":[],"lastnames":["Vance"],"firstnames":["Thana"],"suffixes":[]}],"year":"2003","bibtex":"@phdthesis{vance_exploration_2003,\n\ttitle = {An exploration of the relationship between preschool experience and the acquisition of phonological awareness in kindergarten},\n\tabstract = {In order to address perceived problems of readiness for kindergarten it is important to know more\nabout the effect of preschool attendance on improving the literacy skills of phonological awareness. The\npurpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending\npreschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a\nsecond language on academic progress in phonological awareness. The data set included 134 children who\nattended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts:\nthose who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head\nStart preschool program, and children who had not attended preschool of any kind, including summer\npreschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS)\nfor the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a\nsecond language classification. Analysis of variance was used for the exploratory study. Exploratory analysis\nsuggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests\n(spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all\nsubtests for socioeconomic status. For children classified as English as a second language, analysis suggested\norder of means for both fall and spring for all subtests was native English and then English as a Second\nLanguage. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The\nno preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds,\nand summed score. A significant main effect attributable for preschool program was noted on all subtests for\nboth fall and spring.},\n\tschool = {George Mason University},\n\tauthor = {Vance, Thana},\n\tyear = {2003}\n}\n\n","author_short":["Vance, T."],"key":"vance_exploration_2003","id":"vance_exploration_2003","bibbaseid":"vance-anexplorationoftherelationshipbetweenpreschoolexperienceandtheacquisitionofphonologicalawarenessinkindergarten-2003","role":"author","urls":{},"metadata":{"authorlinks":{}},"html":""},"bibtype":"phdthesis","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-07-10T05:08:58.614Z","downloads":0,"keywords":[],"search_terms":["exploration","relationship","between","preschool","experience","acquisition","phonological","awareness","kindergarten","vance"],"title":"An exploration of the relationship between preschool experience and the acquisition of phonological awareness in kindergarten","year":2003,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}