ACTION RESEARCH IN OUR WORLD
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ACTION RESEARCH IN OUR WORLD
The Timing of School Entry and Reading
Older and Later Always a Disadvantage?
Problem Statement and Conceptual Framework
The timing to begin formal reading instruction is a matter of
great concern to two key stakeholders. The first are
enlightened parents dedicated to ensuring their child’s
developmental readiness for learning. The second are school
districts who determine school age entry guidelines to
maximize students’ educational opportunities to develop
prerequisite reading skills.
Today in beginning reading instruction,
the common paradigm and general
among educators today is that “earlier is
for a child to start school. Otherwise a
miss out on this “one and only” window of
opportunity to learn the essential basics in
to master and succeed in mastering the
Waldorf schools are an anomaly in today’s educational
They are one of the few environs besides homeschooling
where formal schooling in teaching reading is typically delayed
and even preferred.
Waldorf Kindergartens are still developmental classes that are
primarily play based. True beginning reading instruction
begins in First grade and
real reading from books is delayed until second grade. And yet
in spite of these factors, children who are typically older at the
onset of First grade and begin their reading instruction 1 or 2
years later than most of their American peers in schools still
learn to read at a proficient level – It’s just later.
This flies in the face and contradicts the current paradigm that
early reading instruction is necessary for all children to learn
to read proficiency or they’ll never catch up.
Are students who are atypically older, (due to later birthdates or
who waited to enroll in school at a later age) and attend a school
that teaches formal reading later (in first grade rather than in
Kindergarten) at a disadvantage in achieving reading proficiency
by the age 9 and what percentage do “catch up” to their typical
younger peers by the end of 3rd grade or beginning of 4th ?
Of these students to what degree are home literacy practices a
part of their lives and thus support students to become
proficient in literacy development without beginning "formal
WHAT THE DATA SAY
However, delayed school entry for other children who begin school as an older child gives them an advantage in academic performance particularly in the early grades up to grade 2 before leveling off in the eighth grade.
Methods – Student Population
Corvallis Waldorf SchoolZion Lutheran School
__________________ Grade Level: 3rd grade
__________________Number of students:
__________________Gender: Female and male
Age at First grade entry
(years/ months)Early, Middle, and Late for
5, 6, 7 year olds
5.4 –5.7 5.8- 5.11 6.0- 6.3 6.4 -6.7 6.8-6.11 7.0-7.3 7.4-7.7
Literacy skills assessed • English Orthographic knowledge, spelling
patterns of vowels and digraphs
• High frequency sight words
Grade Level reading passages with embedded Comprehension cloze sentences.
Easy CBM fluency passages
Each child’s birthdate and school entry date from the third grade classes from the schools are located and recorded.
Students in the third grade are assessed with a battery of literacy assessments for the third grade.
Scores and grade levels equivalencies are recorded and compared between grade level state wide norms.
Differences between genders and preschool attendance are included for comparative analysis as listed above.
Survey: literacy behaviors in the home are filled out by the parents and
the students and recorded.
NUMBER OF STUDENTS
3RD GRADEF- FEMALEM-MALEPA – PRESCHOOL ATTENDANCENPA NO PRESCHOOL ATTENDANCEHHL –HIGH HOME LITERACYMHL- MEDIUM HOME LITERACYLHL- LOW HOME LITERACY
Individual Student data record sheet
STUDENT DATA Name: _____________________ Age: Months/Years: ___________ Grade:_____________________ Gender: Male Female Primary Language is English Yes or No _______________________ Preschool Attendance: Yes or No Home Literacy Level : Low, Medium, High ASSESSMENTS Scores and Grade level equivalency CORE Phonics Survey Test ____________________________________________________ High Frequency Sight words ___________________________________________________
San Diego of Quick Assessment_________________________________________________ Of Reading Ability Grade Level Passages: Easy CBM________________________________________________ Cloze passages: Comprehension____________________________________________________________
How often do you read books to your child during the week? once 2 - 3 time 4 - 7 times
Visits to the library - # number of time per month Once twice a month 3 or 4 times a month
Purchasing books or magazines for your child/family infrequent occasionally often
Number of children’s books in home None 1-10 11-25 26 -50 or more
Frequency Son/Daughter reads books at home Rarely few times a week Often
WAITING ON DATA……..
Hypothesis: Those students who have families that support literacy with
a high level of literacy activities will achieve the same level of literacy competency as their grade level peers by the end of the third grade.
Factors of gender and preschool attendance will influence achieving grade level norms in reading skills sooner in the second grade.
TO BE DETERMINED....