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A Quantitative Study on the Relationship Between Kindergarten Enrollment Age and Kindergarten Students on Reading Improvement Monitoring Plans

LaRiccia, James A

Abstract Details

2018, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
As a result of the Third Grade Reading Guarantee signed into law in 2012, each year all Ohio public school kindergarten students are required to take reading diagnostic assessments by September 30 (ORC 3313.608). The assessments identify kindergarten students as not needing early literacy intervention (on track) or needing early literacy intervention (not on track) for the school year. In a study conducted by Francia Huang and Marcia Invernizzi, entitled The Association of Kindergarten Entry Age with Early Literacy Outcome, the youngest students scored lower than their oldest peers at the beginning of kindergarten on various early literacy measures. Four research questions for this study focused on the perception of stakeholders regarding the entry age for kindergarten students: 1. Does the proportion of kindergarten students on RIMPs (Reading Intervention Monitoring Plans) and children not on RIMPs (including and excluding Canton City schools) differ as a function of student age? 2. Do ethnicity, gender, and socioeconomic status distinguish students with RIMP status from non-RIMP students (including and excluding Canton City schools)? 3. Is there an association of the diagnostic test given and resultant RIMP status? 4. Does the selected student variable (Age in months) distinguish students with RIMP status from non-RIMP status? Finally, this study indicated that the probability for early entry students to be on RIMPs does exist in school districts with the kindergarten entry cutoff date of September 30.
Jane Beese, EdD (Committee Chair)
Charles Vergon, JD (Committee Member)
John Hazy, PhD (Committee Member)
Gail Saunders-Smith, PhD (Committee Member)
126 p.

Recommended Citations

Citations

  • LaRiccia, J. A. (2018). A Quantitative Study on the Relationship Between Kindergarten Enrollment Age and Kindergarten Students on Reading Improvement Monitoring Plans [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1526765499821115

    APA Style (7th edition)

  • LaRiccia, James. A Quantitative Study on the Relationship Between Kindergarten Enrollment Age and Kindergarten Students on Reading Improvement Monitoring Plans. 2018. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1526765499821115.

    MLA Style (8th edition)

  • LaRiccia, James. "A Quantitative Study on the Relationship Between Kindergarten Enrollment Age and Kindergarten Students on Reading Improvement Monitoring Plans." Doctoral dissertation, Youngstown State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1526765499821115

    Chicago Manual of Style (17th edition)