Michael Assel|Susan H. Landry|Paul R. Swank|Susan B. Gunnewig
An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten
The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston|The University of Texas Health Science Center at Houston
alarming number american preschool children lack sufficient language literacy skills succeed kindergarten type curriculum available within prekindergarten settings impact childrens academic readiness work presents results evaluation two language literacy curricula ie lets begin letter people doors discovery random assignment study occurred within three settings ie head start title 1 universal prekindergarten included control group design included mentoring non mentoring condition balanced across sites either curriculum condition pre posttest design utilized analyses children n 603 tested intervention end year multilevel growth curve modeling child outcomes dependent measures modeled function childs level performance rate growth pre posttesting used analyses results indicated many key languageliteracy areas skills children classrooms using either one target curricula grew greater rates children control classrooms especially true head start programs findings study indicate atrisk children benefit wellspecified curriculum additionally findings demonstrate welldetailed curriculum appeared less important children higher income families impact mentoring less clear seemed dependent type skill measured type program