Abstract
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 language | English |
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Pages (from-to) | 1-17 |
Number of pages | 17 |
Journal | Educational Research for Policy and Practice |
Volume | 14 |
Issue number | 1 |
DOIs | |
State | Published - Feb 2014 |
Bibliographical note
Publisher Copyright:© 2014, Springer Science+Business Media Dordrecht.
Keywords
- Preschool intervention
- School readiness
- Short-term and long-term effects
ASJC Scopus subject areas
- Education
- Sociology and Political Science