A Comparison of Children That Received Formal and Informal Pre-Kindergarten Experiences as It Relates to Their Understanding of Phonological Awareness Literacy Concepts in a Rural School District in South Carolina

This research study examined the difference between a formal pre-kindergarten (pre-K) experience and a non-formal pre-kindergarten experience and the impact it had on the academic achievement of kindergarten students. The study also examined the impact these experiences had on kindergarten students as it relates to the Phonological Awareness Literacy Screening (PALS) and to the Kindergarten Readiness Assessment (KRA) before and after COVID-19. The study used the comparative research design to investigate differences in formal and informal pre-kindergarten experiences of students enrolled in a rural school district in South Carolina during the 2018-2019 and 2021-2022 academic years. A total of 743 kindergarten students attended those schools during that period. Most kindergarten students (57.0%) entered public school with formal pre-kindergarten experience while 43% entered public school with a non-formal pre-kindergarten experience. The Analysis of Variance (ANOVA) was used to examine nine hypotheses which were analyzed at the p < 0.05 level of significance. Five hypotheses examined were retained and 3 were rejected. The findings of this study supported that preschool provides a foundation for learning both socially and academically and this helps them succeed in elementary school. Kindergarten students with formal pre-kindergarten experiences had significantly higher KRA scores than students with non-formal pre-kindergarten experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]