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BukuExamining gifted students who are economically at-risk to determine factors that influence their early reading success ( in Early Childhood Education Journal, Vol. 33, No. 5,
Author: Bailey, Lora Battle
Topik: Gifted Education; At Risk Students; Early Childhood Education; Parent Involvement.
Bahasa: (EN )    Edisi: April 2006    
Penerbit: Springer     Tempat Terbit: The Netherlands    Tahun Terbit: 2006    
Jenis: Article - diterbitkan di jurnal ilmiah internasional
Fulltext: 22.pdf (176.67KB; 2 download)
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The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students ‘‘who are economically at-risk’’ were first exposed to significant literacy activities at home or in a preschool setting affected their reading grades. Students ‘‘who are economically at-risk,’’ for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to
determine whether families were qualified to receive reductions in the price of their school
meals. Parents of students from six southeast Alabama schools were selected to participate in
the study. All six schools administered the Questioning, Understanding, Enriching, Seeking
and Thinking (QUEST) program for gifted or academically successful students. The subjects
were 84 parents/families with public school children who are economically at-risk and participated
in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk.
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