This study also found that the effects of family SES did not vary between schools, so average classroom resources and practices did not influence differentially the reading achievement gains or the academic engagement gains of students from different SES backgrounds. In sum, this dissertation helps to provide some of the first evidence on how full-day kindergarten programs might structure instructional resources and time-related instructional practices in ways that increase children's reading achievement and academic engagement.Opponents of academically directed instruction suggest that such an approach may inhibit intellectual development ... reading instructional activities, including both phonics-based and whole-language-based techniques, are beneficial foranbsp;...
|Title||:||Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-day Kindergartners' Reading Achievement and Academic Engagement|
|Author||:||Amy Hanley Rathbun|
|Publisher||:||ProQuest - 2007|