The Effects of Early Education on the Receptive Language Development of Kindergarten Children

Author

Barbara C. Everly

Date of Award

1991

Type

Thesis

Major

Specialist in Education

Degree Type

Special Degree in Education in Early Childhood Education

Department

Teacher Education

First Advisor

Dr. Harold Whitman

Second Advisor

Dr. Anita Whitman

Third Advisor

Dr. Polly K. Adams

Abstract

The purpose of this study was to determine if there was a significant difference in the receptive language of children who had attended an early childhood education center, and those who had not. Subjects were 64 kindergarten students from an elementary school on a military base in the southeast. The Peabody Picture Vocabulary Test- Revised (PPVT-R) was administered to all subjects. The t test for independent means was computed; no significant differences in mean scores existed between the two groups. Further analyses of the subjects were made to assess if age or gender influenced the results. The only significant difference found was between the older non-early educated girls and the older early educatied girls (p < .02).

Recommended Citation

Everly, Barbara C., "The Effects of Early Education on the Receptive Language Development of Kindergarten Children" (1991). Theses and Dissertations. 677.
https://csuepress.columbusstate.edu/theses_dissertations/677