518: KINDERGARTEN READINESS ASSESSMENT SCORES AFTER MECHANICAL VENTILATION IN THE PICU BEFORE AGE THREE

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).

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Teachers’ experiences with a state-mandated kindergarten readiness assessment

Early Years Journal of International Research and Development ◽

10.1080/09575146.2017.1297777 ◽

2017 ◽

pp. 1-17 ◽

Cited By ~ 6

Author(s):

Rachel E. Schachter ◽

Tara M. Strang ◽

Shayne B. Piasta

Keyword(s):

Kindergarten Readiness ◽

Readiness Assessment ◽

Teachers Experiences

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Factors affecting pain assessment scores in patients on mechanical ventilation

Intensive and Critical Care Nursing ◽

10.1016/j.iccn.2017.03.001 ◽

2017 ◽

Vol 42 ◽

pp. 75-79

Author(s):

Yumi Ito ◽

Koji Teruya ◽

Hiroshi Kubota ◽

Tomoko Yorozu ◽

Emiko Nakajima

Keyword(s):

Mechanical Ventilation ◽

Pain Assessment ◽

Factors Affecting ◽

Assessment Scores

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Spatial training using game play in preschoolers improves computational skills

10.31234/osf.io/uap6b ◽

2020 ◽

Author(s):

Sharlene D. Newman ◽

Erin Loughery ◽

Ambur Ecklund ◽

Marriah Smothers ◽

Jefney Ongeri

Keyword(s):

Spatial Working Memory ◽

Mathematical Thinking ◽

Cognitive Task ◽

Kindergarten Readiness ◽

Spatial Relations ◽

Control Group ◽

Readiness Assessment ◽

Block Play ◽

Cognitive Benefits ◽

Building Activities

Previous studies have found that block play results in better spatial ability which may lead to greater mathematical skills. The current study examined a specific type of block play, structured block play in which a copy of a block configuration is constructed. Structured block play is a difficult cognitive task that requires an understanding of spatial relations, hand-eye coordination, and spatial working memory among others. This preliminary study was designed to determine whether training using structure block play would lead to improvements in skills linked to mathematical thinking. Two groups of children participated in the study. One group played a competitive structured block building game once a week for 8 weeks. A control group was also tested. All participants completed a kindergarten readiness assessment before and after the 8-week period. Children in the block play group showed significant improvements in the computation module of the assessment. No such effect was observed for the control group. The results presented demonstrate that young children can, with assistance, engage in structured block play and that they have cognitive benefits from such block building activities.

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Teachers’ Perspectives on Year Two Implementation of a Kindergarten Readiness Assessment

Early Education and Development ◽

10.1080/10409289.2019.1679606 ◽

2019 ◽

Vol 31 (5) ◽

pp. 778-795

Author(s):

Rachel E. Schachter ◽

Erin E. Flynn ◽

Amy R. Napoli ◽

Shayne B. Piasta

Keyword(s):

Kindergarten Readiness ◽

Readiness Assessment ◽

Teachers Perspectives

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Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap

Child Development Research ◽

10.1155/2018/4383792 ◽

2018 ◽

Vol 2018 ◽

pp. 1-12

Author(s):

Deric R. Kenne ◽

Rebecca Fischbein ◽

Thomas A. DeLuca ◽

Jennifer A. Bryant ◽

Kimberly Laurene ◽

...

Keyword(s):

Economically Disadvantaged ◽

Early Education ◽

Kindergarten Readiness ◽

Parental Engagement ◽

Assessment Literacy ◽

Economic Disadvantage ◽

Education Intervention ◽

Readiness Assessment ◽

Economic Disparities ◽

The Relationship

The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.

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Libraries at the Table for Kindergarten Readiness: Experiences and Tools to Grow On

Children and Libraries ◽

10.5860/cal.17.4.14 ◽

2019 ◽

Vol 17 (4) ◽

pp. 14

Author(s):

Pam Brockway ◽

Saroj Ghoting

Keyword(s):

Early Literacy ◽

School Readiness ◽

Kindergarten Readiness ◽

Public Library ◽

Readiness Assessment ◽

The Public ◽

Group Activities ◽

Learning Domains ◽

History Of ◽

Parents And Caregivers

“The training I received from PLYMC’s Kindergarten Readiness Workshop didn’t simply help me to understand the number of ways our libraries are striving to support school readiness, it enabled me to effectively communicate with and engage parents and caregivers as to how they can be active participants in this endeavor as well. The workshop group activities created a dialogue that allowed me to internalize what we learned from the assigned readings by coming up with and discussing the different ways learning domains can be implemented in practice.”—Marnie Alvarez, Readers’ Services Librarian, Main LibraryThe growth articulated here is the result of the Public Library of Youngstown and Mahoning County’s (PLYMC) Kindergarten Readiness Initiative. Mahoning County (OH) has a long history of supporting early literacy. After reviewing kindergarten readiness assessment results for our county, we realized we could strengthen our value in the community by articulating how we support all school readiness domains and look for ways to increase support to families who most need kindergarten readiness support.

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