Preschool Enrollment Classroom Instruction Elementary School Context and the Reading Achievement of Children from Low-Income Families

摘要

PurposeThe goal of this study was test expectations derived from sociological and developmental perspectives that the association between phonics instruction in kindergarten classrooms and reading achievement during the first year of school in the low-income population would depend on whether children had previously attended preschool as well as the socioeconomic composition of their elementary schools.