Date of Award
2017
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Villares, Elizabeth
Abstract
The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group design in which teachers completed the Child Behavior Rating Scale (CBRS) and Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected reading data from individual students. Descriptive statistics for each of the measures, the findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data, along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data, and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the participants’ pro-social behavior and self-regulation by condition. The findings revealed a statistically significant difference on the pro-social skills but did not show a statistically significant difference in self-regulation. The MANCOVA revealed statistically significant differences in overall reading performance between the treatment and comparison group; however, did not reveal statistically significant differences on the Lexile levels for the students who participated in the intervention. Finally, the ANCOVA reported a statistically significant difference in the perceived impact of the school counselor by the treatment group kindergarten as compared to the teachers in the comparison group; however, no other differences were found on the TMCI-SF scales. With these results, there is a need for further empirical research to determine the impact of the RTL program on students’ academic and SEL development.
Extent
128 p.
Recommended Citation
Kuba, Summer Perhay, "The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate" (2017). Electronic Theses and Dissertations 2010 - 2019. 1807.
https://digitalcommons.fau.edu/etd_general_6/1807
Identifier
FA00004992
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2017.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.