The Origin of the Cognitive and Scholastic Effects of Early Childhood Intervention Michael D. Niles Arthur J. Reynolds Melissa Clements Dylan L. Robertson.

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Presentation transcript:

The Origin of the Cognitive and Scholastic Effects of Early Childhood Intervention Michael D. Niles Arthur J. Reynolds Melissa Clements Dylan L. Robertson

Research Questions Does participation in preschools emphasizing direct instruction in phonics and child-developmental activities impact language and cognitive skills at the beginning and end of kindergarten? Does parental involvement independently contribute to language and cognitive skills? Do instructional approach and parental involvement contribute to longer-term effects on school remedial services and juvenile arrest by age 18, reading achievement at age 14, and high school completion by age 21?

Measures and Method The phonics-based approach (P) included centers reporting use of direct instruction materials (e.g., Houghton-Mifflin, Open Court, DISTAR). The child-developmental approach (C) was based on extensive participation in field trips, learning centers, and child-initiated activities. Parental involvement was measured by first-grade teacher ratings of school participation (range from 1 to 5) in which children were assigned the mean for their CPC site. Regression analysis was conducted controlling for gender, risk status, ethnicity, full-day kindergarten, and participation in the CPC school-age program.

Outcomes Short-term –Cognitive readiness at kindergarten entry. –Math achievement in kindergarten. –Word analysis in kindergarten. Intermediate –Reading comprehension grade 8. –Grade retention (grades k-8). –Special education placement (grades 1-12) Long-Term –High school completion by age 21. –Juvenile Delinquency by age 18.

Results

Paths of Long-term Effects of Preschool Participation Note: All coefficients have been standardized including covariates of sex of child, family risk, race/ethnicity, and earlier/later program participation. ** p<.001

Adjusted Means of Cognitive Readiness F = p <.001

Adjusted Means of Kindergarten Achievement F = 9.38, p <.05

Summary of Findings Instructional approach and parental involvement significantly contributed to short- and long-term program outcomes. A blended instructional approach provided greatest cognitive advantage which helps initiate the long-term positive effects of intervention. The contribution of instructional approach to longer-term outcomes remained evident for both special education and high school completion.

Limitations Study is correlational. Study includes measures of instructional approach and parent involvement that are subject to error.

Implications Direct instruction methods should not come at the expense of enrichment activities. Parent involvement and an integrated approach to literacy instruction support the cognitive advantage hypothesis in the CPCs.