Special Education ETDs

Publication Date

7-10-1973

Abstract

The entire first grade of an elementary school in Albuquerque was divided up into two groups; one group consisted of those who had attended kindergarten and the other group was made up of those who had not attended kindergarten. The hypothesis for this study was that kindergarten attendance would affect the academic achievement of first graders in Albuquerque, New Mexico, when tested at the beginning and end of each school year. The Wide Range Achievement Test (1965 Revised edition) was administered early in first grade and at the end of first grade. The test was designed to measure academic achievement in the areas of spelling, arithmetic, and reading, and yield a grade level score. The results of the data collection and analysis showed that a significant difference existed between the two groups at the first testing in the area of reading and at the time of the second testing, in the area of spelling. No significant difference existed in the first administration of the spelling and arithmetic subtests and in the second administration of the reading and arithmetic subtests.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Billy Leslie Watson

Second Committee Member

Roger Lee Kroth

Third Committee Member

Glenn Van Etten

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