Transition classes: A viable alternative for the at-risk child?

Abstract

Increased interest in the child "not ready" for reading has led to the use of a number of instructional options, of which the transition class is one. Efficacy of transition room programs is reviewed and importance of teacher attitudes is discussed. Educators will need to examine current educational practices in order to reduce the school failure rate.

Kindergarten retention and transition classrooms: Their relationship to achievement

“…Transition, like retention, is based on the concept that extra time is the primary variable needed for these children. But, in addition, they must be separated from the regular class in order to make adequate academic progress (Gredler, 1984). It is also felt that a transitional year will allow children to mature emotionally, socially, and intellectually, and thus they will be better prepared to deal with academic tasks upon entering first grade (Gredler, 1984).…”

“…This finding is similar to Shepard and Smith's report (1988) that retained children were aware that they were not making the same progress as their agemates, even when their special classes were called by a different name. As a matter of fact, transition-room children, like retained children, showed a loss of self-esteem and self-confidence compared to atrisk children who were promoted (Gredler, 1984). Based on their review of the research, Canter, Carey, and Dawson (1990) reported that "transition kindergarten is a type of retention and generally has not been proven t o be effective.…”

“…Based on their review of the research, Canter, Carey, and Dawson (1990) reported that "transition kindergarten is a type of retention and generally has not been proven t o be effective. " Gredler (1984) concluded that the overall impression obtained from his review of the literature was that the transition room, as it currently stands, like retention, does not result in adequate academic progress for children. In conclusion, extra-year programs, regardless of whether they are considered retention or transitional, have shown no proof of doing what they were intended to do.…”

Retaining Children:Is it the Right Decision?

“…For example, a study conducted by Carlson (1986) concludes that "at-risk kindergarten students are better off in an integrated 1st-grade classroom than a transitional classroom in terms of outcomes of reading instruction" (p.4). Further, Gredler (1984) determined that at-risk children placed in a regular classroom, rather than retained, "fared relatively well" (p. 4641, but children placed in transitional classrooms performed poorly on self-esteem and self-confidence. In addition, transitional programs are often accused of using diluted kindergarten curricula, with few opportunities for improving reading skills.…”

Kindergarten screening: A survey of current practice

“…In addition, the transitional year is believed to protect these children from the frustration they otherwise would experience if presented with a curriculum too advanced for their maturational readiness (Bohl, 1984;Ilg & Ames, 1972). However, research consistently has failed to document any significant academic advantage for children placed in transitional extra-year programs (Bredekamp & Shepard, 1989;Buntaine & Costenbader, 1997;Ferguson, 1991;Gredler, 1984;May & Welch, 1984a, 1984bShepard & Smith, 1987). Alternatives, including early, proactive intervention, remedial instruction in areas of delay, flexibility in curricula in the early grades, smaller class size, and greater individualization of instruction, have been called for (Buntaine & Costenbader, 1997).…”