PLAY & LEARN PROGRAM

2017-2018 Academic Year Results

The Daily Dose of Reading (DDR) Play & Learn program supports the development of language and pre-literacy skills in preschool children.
The school-year program is designed to improve the overall environment for children to develop literacy skills.

Data was collected from the results of CEOGC’s Creative Curriculum, a comprehensive, research-based curriculum that features exploration and discovery as a way of learning, enabling children to develop confidence, creativity, and lifelong critical thinking skills.

The data was compiled from the Fall of 2017 and the Spring of 2018 for Head Start students, both those who participated in the DDR program and those exposed only to Head Start programming.  Results for three key cornerstones of the Play & Learn curriculum are identified below.

Building Vocabulary

Objective:  Children will develop expanded vocabulary, and use language to express thoughts and needs.

Following Language. A student’s ability to follow language is represented by their growing vocabulary and ability to use language to appropriately represent a connection to objects and ideas. 

A greater percentage of DDR students improved from a rating of “below standard” to either “meeting standard” or “exceeding standard” between Fall 17 and Spring 18 than students exposed only to Head Start programming in this area.

Percentage Increase in Students Meeting Standard or Above Standard fall 2017 & spring 2018

Language Comprehension. A student’s language comprehension is represented by their ability to understand what is being communicated to him/her and to express ideas using language clearly to others. A greater percentage of DDR students improved from a rating of “below standard” to either “meeting standard” or “exceeding standard” between Fall 17 and Spring 18 than students exposed only to Head Start programming in this area.

Percentage Increase in Students Meeting Standard or Above Standard fall 2017 & spring 2018

Building Alphabet Awareness

Objective:  Children will demonstrate increased knowledge of the alphabet, including identifying and naming letters and connecting letters to sound correspondence.

Identifying and Naming Letters. A student’s ability to identify and name letters is represented by his/her not only articulating the name for each letter in isolation, but also as they occur naturally in words. A greater percentage of DDR students improved from a rating of “below standard” to either “meeting standard” or “exceeding standard” between Fall 17 and Spring 18 than students exposed only to Head Start programming in this area.

Percentage increase in students meeting standard or above standard fall 2017 & spring 2018

Identifying Letter/Sound Correspondences. A student’s ability to identify letter/sound correspondence is represented by his/her identifying the different sounds that can be produced by letters in the context of how they are used with other letters in words. A greater percentage of DDR students improved from a rating of “below standard” to either “meeting standard” or “exceeding standard” between Fall 17 and Spring 18 than students exposed only to Head Start programming in this area.

Percentage increase in students meeting standard or above standard fall 2017 & spring 2018

Building Kindergarten Readiness

Objective:  Children will demonstrate the skills necessary to become competent learners in the Kindergarten environment.

Kindergarten Readiness. Kindergarten readiness is manifested by a number of skills including a student’s ability to attend and engage with texts, solve problems, show curiosity with respect to learning, make connections and persist when they face difficulties. Across these variables, a greater percentage of DDR students improved from a rating of “below standard” to either “meeting standard” or “exceeding standard” between Fall 17 and Spring 18 than students exposed only to Head Start Programming.

Percentage increase in students meeting standard or above standard fall 2017 & spring 2018

*This difference between DDR students and Head Start only Students was statistically significant, which indicates that the difference between the two groups is statistically meaningful.