Effects of preschool intervention strategies on school readiness in kindergarten

Xin Ma, Regena F. Nelson, Jianping Shen, Huilan Y. Krenn

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children’s school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK) initiative. Outcome measures included scales from the Preschool and Kindergarten Behavior Scales and Bracken Basic Concept Scales. The short-term effects highlighted the intervention strategy of age-appropriate well-designed learning materials that effectively excelled children in overall conceptual development. We found no long-term effects of any intervention strategy on school readiness (SPARK children did not exhibit any statistically significant gains in school readiness measures in kindergarten).

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalEducational Research for Policy and Practice
Issue number1
StatePublished - Feb 2014

Bibliographical note

Publisher Copyright:
© 2014, Springer Science+Business Media Dordrecht.


  • Preschool intervention
  • School readiness
  • Short-term and long-term effects

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science


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