Final Report: Implementation and Pilot Study
38
PKOMW DLLs (n = 9)
Comparison DLLs (n = 9)
Math
91.22***
15.02
73.63
15.06
Executive Functions
97.10
9.48
93.63
7.50
Cognitive/Social
104.60
44.63
114.88
24.71
Emotions/Regulation 10.21 Note. This table shows DLL-specific ANCOVA analyses . These analyses controlled for DLL students ’ English screener scores, household income, parents’ highest level of education, and number of students in their classrooms. 98.30 37.42 115.00
† marginally higher, p <.10 *significantly higher, p < .05 **significantly higher, p < .01 ***significantly higher, p < .001
School Readiness Measures Exhibiting Greatest Between Group Differences
To determine which assessment demonstrated the biggest differences between PKOMW and comparison classroom students, mean differences (i.e., PKOMW mean minus comparison classroom mean) were examined. The greatest mean difference occurred in receptive vocabulary (Mean Difference = 17.25), followed by math (Mean Difference = 14.32), and expressive vocabulary (Mean Difference = 13.50). There were no significant differences between scores on literacy (Mean Difference = 2.83), Executive Function (Mean Difference = -1.40) cognitive/social skills (Mean Difference = 3.87), or emotions/regulation (Mean Difference = -12.98) (see Table 9).
Table 9. Mean Differences Between the PKOMW and Comparison Groups
PKOMW Students (n = 21)
Comparison Students (n = 12)
Mean Difference
Receptive Vocabulary
90.33
73.08
17.25**
Expressive Vocabulary
97.68
84.18
13.50*
Literacy
95.33
92.50
2.83
Math
90.15
75.83
14.32*
Executive Functions
94.43
95.83
-1.40
Cognitive/Social
115.95
112.08
3.87
Emotions/Regulation
99.52
112.50
12.98
Note. Analyses do not control for demographic characteristics. *significantly higher, p < .05 **significantly higher, p < .01 ***significantly higher, p < .001
Discussion The results showed that when comparing students in the PKOMW and the comparison group, when not controlling for demographic characteristics, PKOMW children scored higher on expressive and
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