Early Childhood Education and Care (ECEC) and Reading Acquisition in At-Risk Readers: Does Quantity Matter?

Kruk, Richard S., Prentice, Susan, Moen, Keith B., Canadian Journal of Behavioural Science

Early childhood education and care (ECEC), involving nonparental preschool supervision and programming for children in centre-based and school contexts, can influence academic outcomes during elementary years. We present preliminary findings identifying quantity and timing as important but relatively little investigated aspects of ECEC experience. We focus on associations among cumulative ECEC hours during the early preschool (birth to 24 months prior to the commencement of Grade 1) and late preschool (24 months prior to Grade 1) periods, and later growth in children's achievement in letter naming, decoding, and reading comprehension. Ninety-four children, aged 72 to 91 months at the …

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Publication information: Article title: Early Childhood Education and Care (ECEC) and Reading Acquisition in At-Risk Readers: Does Quantity Matter?. Contributors: Kruk, Richard S. - Author, Prentice, Susan - Author, Moen, Keith B. - Author. Journal title: Canadian Journal of Behavioural Science. Volume: 45. Issue: 1 Publication date: January 2013. Page number: 49+. © Canadian Psychological Association Jan 2008. Provided by ProQuest LLC. All Rights Reserved.

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