Kindergarten Program Type as a Predictor for Reading Achievement in Third Grade

Abstract

Kindergarten programming, being full and half-day, has been in the forefront of educational topics since 1837. Today, proponents advocate for full-day programming for various reasons including the notion that increased time will lead to increased academics such as in reading. Educational stakeholders have relied on empirical evidence about student achievement and the potential long-term effects therein to support full-day kindergarten programming. Although short-term research presents positive results in support of full-day kindergarten, the results are limited and mixed with regard to long-term impacts. This is especially true when considering the relationship between kindergarten program type and reading achievement by the end of third grade. This study examined kindergarten program type, and other select variables, as predictors for reading achievement in third grade. Results indicated that reading achievement could be predicted, given specific variables, including kindergarten program type. Regression analyses resulted in the variables full-day kindergarten, possessing an IEP, being deemed as LEP, and being of male gender each presenting a negative effect in the final regression equation. Additional chi square tests of independence resulted in the finding of a high prevalence of students enrolled in full-day kindergarten were also those students deemed as LEP. Implications for practice cannot be made at this time with one exception: to recommend further research. This study adds to the body of literature related to kindergarten program type and includes implications for leadership in early childhood education and kindergarten programming.