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"A Comparison of Student Achievement in Literacy for Students of Low Socio-Economic Status and their Participation in a Pre-Kindergarten Program"
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Regardless of this, it remains an undeniable fact that there are key factors that are triggered by the socio-economic background of students that hinder them from having successful pre-kindergarten education. Some of these factors include the ability of such students to afford or own supplementary learning materials that are supplied by the school. This research work is therefore committed to comparing the achievement of students in literacy for students of low socio-economic status and their participation in pre-kindergarten programs. Research Problem Though the low socio-economic status of parents of children greatly affect the children’s educational achievement, there still remain a sample of these children from low socio-economic background whose cases have not been given critical attention and these are children from low socio-economic background who do not receive pre-kindergarten education at all. This means that there are generally two groups of children from low socio-economic background, who are those who attend pre-kindergarten and those who do not attend. Among these two, there is a great gap in terms of academic achievement especially when they begin mainstream education. This is because those who attend no pre-kindergarten tend to lack a whole year’s curriculum provisions. ...
First, there is the research on the spiral nature of the educational curriculum (Seefeldt, 1993). This particular research sought to examine the relation between lessons studied at the pre-kindergarten stage and the lessons studies in mainstream education starting from the kindergarten stage. The research proved that the pre-kindergarten education is actually a direct continuation of the pre-kindergarten education. The only changes are that as a spiral keeps acquiring a larger bottom as it goes up, so do the lessons taught at the kindergarten level become complicated to those studied at the pre-kindergarten stage. What this means is that studies from low socio-economic backgrounds that stay out of pre-kindergarten education would have great difficulty coping with the advanced learning done in mainstream education. Another research is the one on the natural maturity of the human brain. According to this research, factors that affect the natural maturity of the brain include factors that allows for personal well-being and satisfaction (Webb, 2003). What this means is that as children continue to be deprived of basic social provisions because of their socio-economic background, their natural rate of mental development becomes affected and this hinders successful learning in mainstream education. Deficiencies in the evidence One area of major deficiency in the evidence presented in the literature or research above has to do with the absence of a study that sought to examine whether at the early stages of their lives, children had any psychological effects of their socio-economic backgrounds. This awareness would have made the literature more complete in the sense that it would
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It is important to establish this indirect connection as these elements are complimentary to the health of the student which is in turn is a determinant of the performance of the student. This literature review complies studies conducted on the impact of physical education on various aspects of student performance.
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This paper mainly focuses on the identification of the influence of the socio-economic status of an individual on the possibility of getting good job in the US. Socio-economic status is a term, that describes the person’s abilities to utilize all the resources in their environment, like money, education to achieve a fulfillment in their life.
An analytical framework of using ICPS Program for helping children in various aspects is presented.The approximation is based on series of generalizations and specific assumptions. However, these are valid for a wide range of real life situations.
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Recent research studies prove that grade retention is ineffective because of misdiagnoses the problem.
The concept of literacy is consequently developing with expansions touching on skills that include skills essential in accessing knowledge through
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