Abstract
A study was conducted to assess the effects of changing the length and regularity of the kindergarten school day on prereading skills, attending skills, and parental opinion of the program. Two rural Colorado school systems were studied in a matched control-comparison design, with the experimental groups attending a full-day, every-other-day program. Results indicated there were no significant differences between the groups on measures of school achievement and behavior. However, parental dissatisfaction appeared to increase in the experimental program. There is a need for further studies of altering the length of school days for establishing policies for kindergarten schedules.
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