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The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate
| Title: | The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate. |
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| Name(s): |
Kuba, Summer Perhay, author Villares, Elizabeth, Thesis advisor Florida Atlantic University, Degree grantor College of Education Department of Counselor Education |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2017 | |
| Date Issued: | 2017 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 128 p. | |
| Language(s): | English | |
| Summary: | The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group design in which teachers completed the Child Behavior Rating Scale (CBRS) and Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected reading data from individual students. Descriptive statistics for each of the measures, the findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data, along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data, and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the participants’ pro-social behavior and self-regulation by condition. The findings revealed a statistically significant difference on the pro-social skills but did not show a statistically significant difference in self-regulation. The MANCOVA revealed statistically significant differences in overall reading performance between the treatment and comparison group; however, did not reveal statistically significant differences on the Lexile levels for the students who participated in the intervention. Finally, the ANCOVA reported a statistically significant difference in the perceived impact of the school counselor by the treatment group kindergarten as compared to the teachers in the comparison group; however, no other differences were found on the TMCI-SF scales. With these results, there is a need for further empirical research to determine the impact of the RTL program on students’ academic and SEL development. | |
| Identifier: | FA00004992 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2017. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
Dissertations, Academic -- Florida Atlantic University Kindergarten. Reading to learn. Classroom climate. |
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| Held by: | Florida Atlantic University Libraries | |
| Sublocation: | Digital Library | |
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00004992 | |
| Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
