THE LONG-TERM EFFECTS ON HIGH-SCHOOL SENIORS OF LEARNING TO READ IN KINDERGARTEN

FOLLOW-UP study assessed the educational history and current reading proficiencies of a large number of high school seniors (N = 3,959) from 24 school districts in 10 U.S. states in 1986. The purpose was to examine the effects, if any, of receiving formal reading instruction in kindergarten. Over one third of these students attended elementary schools that implemented a carefully developed beginning reading program in their kindergarten classes in 1973. Although the study included kindergarten students from all backgrounds, those from at-risk backgrounds were overrepresented. Three types of information were combined for each student to create the database for this study: (a) the amount of kindergarten reading instruction received; (b) family background and educational history variables assessed as a high school senior; and (c) reading interests and competencies assessed as a high school senior. A series of comparative analyses is presented that examined the relationship between kindergarten reading instruction and various effects variables describing the students' subsequent schooling experiences and reading competencies as high school seniors. Results showed that clear, consistent, and positive differences were associated with receiving kindergarten reading instruction.