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A Study of the Importance and Implementation of National Pre Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2005 A Study of the Importance and Implementation of National Pre-Kindergarten Standards for Language and Literacy As Perceived by West Virginia Directors of Early Childhood Centers Judaea Hodge Follow this and additional works at: http://mds.marshall.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Hodge, Judaea, "A Study of the Importance and Implementation of National Pre-Kindergarten Standards for Language and Literacy As Perceived by West Virginia Directors of Early Childhood Centers" (2005). Theses, Dissertations and Capstones. Paper 645. This Dissertation is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. A Study of the Importance and Implementation of National Pre-Kindergarten Standards for Language and Literacy As Perceived by West Virginia Directors of Early Childhood Centers Judaea “Judy” Hodge Dissertation submitted to the College of Human Resources and Education At Marshall University In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Ronald Childress, Ed. D., Chair Robert Angel, Ph.D., Minor Chair Samuel Securro, Ph. D. Noel Bowling, Ed. D. Department of Curriculum and Instruction Charleston, West Virginia 2005 Keywords: early childhood, literacy, language, standards, No Child Left Behind Copyright by Judaea “Judy” Hodge ABSTRACT This study examined the difference between levels of importance and implementation for the National Pre-Kindergarten Standards for Language and Literacy (NPKSLL) in four-year-old programs as perceived by West Virginia licensed pre- kindergarten programs directors and the differences based on director’s education level, years of experience, years in present position, program type and size, and the number of four year olds in the program. To examine this relationship, The Early Childhood Language and Literacy Survey (ECELLS) was designed based on the NPKSLL five goals: listening (Goal 1), complex speech (Goal 2), print awareness (Goal 3), story structure (Goal 4) and beginning writing skills and knowledge (Goal 5). Data were collected from 210 directors of pre-kindergarten programs. Data indicated that, overall, directors perceived Goals 1, 2, 3, and 5 to be important and Goal 4 to be less important and that differences between levels of importance and implementation were greater for Goal 4 than Goals 1, 2, 3, and 5. Directors perceived Goals 1, 2, 3, and 5 to be more fully implemented than Goal 4. Generally, all goals were perceived to be important, but Goal 4 appears to be less important to directors. The levels of implementation for each goal were not consistent, but directors were implementing the goals to at least minimal levels. The demographic variables of highest level of education, program type and size had a positive impact on importance and implementation for all goals except Goal 2. Years of experience, years in present position, and number of four year olds enrolled in the program had no significant impact on importance and implementation for each goal. Table of Contents Table of Tables………………………………………………………………....... vii CHAPTER ONE…………………………………………………………………… 1 Introduction………………………………………………………….………… 1 Status of Standards.......................................................................................... 3 Status of Childcare.......................................................................................... 5 The Growth of Childcare.................................................................................. 7 Childcare and Education.................................................................................. 8 National Pre-Kindergarten Standards............................................................ 10 Summary...……………………………………………………….………………… 11 Purpose of the Study.............................................................................................. 11 Research Questions................................................................................................. 12 Operational Definitions of Terms........................................................................... 12 Significance of the Study........................................................................................ 14 Limitations of the Study..........................................................................................15 CHAPTER TWO....................................................................................................... 16 Review of the Related Literature........................................................................... 16 Overview........................................................................................................... 16 National Perspectives on Standards........................................................................ 16 Federal Standards Based Reform.................................................................... 18 State Perspective on Standards............................................................................... 20 Pre-Kindergarten Delivery Systems................................................................. 22 State Standards Based Reform......................................................................... 23 Literacy Policies and Standards............................................................................ 25 Federal Literacy Policies and Standards from 1965 to 1988.......................... 25 Federal Literacy Policies and Standards from 1989 to Present...................... 26 Summary of Federal Literacy Policy and Standards....................................... 32 State Literacy Policies and Standards................................................................... 32 State Literacy Content Standards.................................................................... 33 Review of State Content Standards.................................................................. 36 Effects of Content Standards............................................................................ 37 Establishment of State Literacy Standards...................................................... 40 Model Programs with Literacy Standards....................................................... 40 Literacy Standards and Student Achievement................................................. 44 Literacy Standards and State Academic Standards........................................ 44 The West Virginia Pre-Kindergarten Language and Literacy Standards.............. 46 The Process.................................................................................................... 47 The Standards Document.............................................................................. 49 Factors that Effect Importance and Implementation of Literacy Standards........ 51 Types of Program................................................................................................ 51 Head Start...................................................................................................... 51 Childcare........................................................................................................ 53 Pre-Kindergarten Programs........................................................................... 54 Quality of Childcare Delivery Systems............................................................... 57 Quality of Early Childhood Programs................................................................ 60 iii Class Size............................................................................................................. 64 Teacher Education and Experience.................................................................... 70 Summary............................................................................................................ 77 CHAPTER THREE................................................................................................. 78 Methodology.......................................................................................................... 78 Study Design......................................................................................................... 78 Population and Sampling..................................................................................... 79 Instrumentation.................................................................................................... 79 Development of the Instrument...................................................................... 81 Instrument Validation....................................................................................... 82 Procedures............................................................................................................. 82 Data Analysis................................................................................................... 83 CHAPTER FOUR.................................................................................................... 84 Introduction.......................................................................................................... 84 Response Rate..................................................................................................... 84 Demographics........................................................................................................
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