Independent Samples Test
Levene's Test for
Equality of Variances
t-test for Equality of Means
95% Confidence
Interval of the
Difference
Sig. (2-
F
score Equal variances
4.332
Sig.
t
df
.041 -2.647
tailed)
Mean
Std. Error
Difference Difference
Lower
Upper
68
.010
-2.42857
.91738
-4.25917
-.59797
-2.647 58.157
.010
-2.42857
.91738
-4.26480
-.59234
assumed
Equal variances not
assumed
To the extent the subjects were representative of
typical preschoolers and based on the findings of
this study, the following conclusion appears to be
warranted: The results of the study showed a
statistically significant difference in the scores on
the language portion of the DIAL-3 between
students who attended preschool prior to
kindergarten and students who did not. The
students who attended preschool prior to
kindergarten had significantly higher scores. This
difference could be attributed to the number of
years the student was in preschool and the quality
of the preschool program.
quality school readiness programs yield
positive outcomes for children. Children
who attend such programs are more
likely to have better cognitive and
language development than peers who
did not attend preschool (p. 264).
Research has shown and continues to show the
importance preschool plays in children’s early
literacy development.
Conclusion
According to Marjanovic Umek, Kranjc,
Fekonja, and Brajc (2008), “early experience,
knowledge, and skills that children acquire before
the onset of formal education have an important
effect on children’s later development and
success in school” (p. 571).
Winter and Kelley (2008) stressed the
important role that preschool can play in a child’s
development when they stated:
Forty years of research has provided
convincing scientific evidence that high
Gonzalez, J. E., & Nelson, R. (2003). Focus on
inclusion stepping stones to literacy: A
prevention-oriented phonological awareness
training program. Reading & Writing Quarterly,
19(4), 393.
References
Bowman, B. (2009). Early learning more
accepted. Phi Delta Kappan, 91(1), 19.
Hooper, S.R., Roberts, J.E., Nelson, L., Zeisel,
S., & Fannin, D. (2010). Preschool
predictors of narrative wri ѥ