UPK Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality

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Citation

Kemp, Karen A., “UPK Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality,” Scholar@Simmons, accessed December 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/198.

Title

UPK Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality

Creator

Kemp, Karen A.

Date

2014

Description

The emergence and establishment of Universal PreKindergarten (UPK) programs in New York school districts has proliferated over the past ten years; nonetheless, limited attention has been paid to the process quality dimensions of these programs (Mashburn, Hamre, Downer, Barbarin, Bryant, Burchinal, Early, & Howes, 2008). Existing studies related to preschool quality in New York State have revolved primarily around the structural qualities of the program, leaving opportunity for research that focuses on how district UPK classroom practices align with process dimensions and affect student achievement in language and literacy development (Camelli, Vargas, Reynolds, Barnett 2010; Lowenstein, 2011; & U.S. Department of Health and Human Services, 2013). Through the examination of a state-funded, district-operated, UPK program, this study demonstrated a moderately strong association between language concept development in young children and a UPK program (r =.58) that promotes and reinforces process quality components. Results indicated significant language concept growth for students attending the UPK program based on the Boehm-3 Preschool Test of Basic Concepts (Boehm, 2001b), with the greatest gains posted by students eligible for free and reduced lunch and those considered English Language Learners. Upon entrance to Kindergarten, students who attended the UPK program were found to have(had) higher language concept scores compared to peers who experienced other preschool options. Observations conducted in the UPK classrooms confirmed the use of effective instructional practices to promote language and literacy development in young children and were consistent with the quantitative results.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (129 Pages)

Language

English

Type

Doctoral Dissertations