Citation

Larsen JM, Robinson CC. Early Child Res. Q. 1989; 4(1): 133-144.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/S0885-2006(89)90142-7

PMID

unavailable

Abstract

This longitudinal study examines the effects of preschool attendance upon school achievement scores and out-of-school activities for 196 second and third grade children, 125 of whom had attended a university-affiliated preschool and 71 of whom were nonattenders. They were from low-risk educationally advantaged families. Males who had attended preschool scored significantly higher on the reading vocabulary, total reading, spelling, total language, and total battery components of achievement measures than did males who had not attended preschool. A preschool effect upon achievement scores for females from these age groups was not found. Contrary to assumptions that home and family experiences are sufficient to enhance development and learning for low-risk children, the findings of this study seem to indicate that, for males, preschool attendance does have a significant effect on later school achievement scores, especially in language-related areas.