This study investigated the link between public pre-kindergarten attendance and first grade literacy achievement in the United States. Participants (N = 1056; first grade children from one mixed-urban city in Virginia in 2012–2013) had either attended district-provided public Pre-K or had not attended formal or institutional preschool of any kind. Significant effects were found on each literacy measure in both the beginning and the middle of first grade (avg. ES = .32 and predicted gain of 13%). On average, Pre-K attendees were meeting reading benchmarks in the beginning and middle of first grade, while the no-preschool group was reading below the benchmarks during both time points. Findings strengthen the evidence base for the ability of public Pre-K to improve children’s literacy achievement in first grade while also describing a transferable example of universal Pre-K at the district level which policy-makers and practitioners may wish to consider.

中文翻译：

---

幼儿园前公众参与对一年级识字成绩的影响：地区研究

这项研究调查了美国的幼儿园前公众出勤率与一年级识字成绩之间的联系。参与者（N = 1056； 2012-2013年来自弗吉尼亚州一个混合城市的一年级孩子）要么参加了地区提供的公共幼儿园课程，要么没有参加过任何形式的正规或机构性学前班。在一年级的开始和中期，每项识字率测验都有显着影响（平均ES = 0.32，预计增长13％）。平均而言，学前班的参与者在一年级的开始和中期达到阅读基准，而没有学龄前的孩子在两个时间点都低于基准。