A Study of Low Performing Students in a New Extended-Day Kindergarten Class

Abstract

Five students in a new Extended-Day Kindergarten program at Round Meadow Elementary School in the Las Virgenes Unified School District were studied during the year 2006-2007. These students had scored the lowest in the class on the Fall assessments for Upper Case and Lower Case Letter Name Recognition, Letter Sounds, and Numeral Recognition. Parent interviews and assessment data, along with student work and teacher observations, were the methods of collection information for each of the students. Intervention strategies were used in the classroom as well as at home. The questions explored in this study were as follows: (a) How did the curricular resources affect student learning? (b) How did the students respond to the intervention strategies? (c) How did the extended-day schedule affect student learning?