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Influence of the Early Language Connections program on primary student achievement in Fort Smith, Arkansas public schools
DISSERTATION

, University of Arkansas, United States

University of Arkansas . Awarded

Abstract

The purpose of the study was threefold: (a) to determine if there was a significant difference between reading and math achievement test scores of students who completed and students who did not complete the Early Language Connections (ELC) program, (b) to determine if a significant difference existed between reading and math achievement test scores of ethnic minority students and ethnic majority students who completed the ELC program, and (c) to determine if a significant difference existed between reading and math achievement test scores of disadvantaged students and advantaged students who completed the ELC program.

Students in the second grade from two elementary schools in Fort Smith, Arkansas were chosen to participate in the study. Criteria for selection consisted of (a) completion of the October 1996 STAN9 Achievement Test and (b) participation in the ELC program during their kindergarten and first-grade years. A comparison group consisting of second-grade students from the same elementary schools who completed the October 1996 STAN9 Achievement Test but did not participate in the Early Language Connection program during their kindergarten and first-grade years was also used. Test scores from the students were gathered, and an independent t-test was used to analyze the data. In addition, student achievement data were carefully checked for out-of-range codes.

The study found that significant differences existed in (a) the reading achievement test scores of students who completed and students who did not complete the ELC program and (b) the reading achievement test scores of advantaged students and disadvantaged students who completed the ELC program.

Citation

Dickinson, J.F. Influence of the Early Language Connections program on primary student achievement in Fort Smith, Arkansas public schools. Ph.D. thesis, University of Arkansas. Retrieved June 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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