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1.
The response strategies of culturally deprived children as a function of race, sex, and grade level were investigated. A 2x2x3 balanced factorial design was used with twenty children at each grade level (kindergarten, first grade, second grade) . A test situation allowed children to make choices for each of five pairs of stimuli in a tray before receiving reinforcement for the “correct” choice. Chi-square analysis indicated that eleven of the twelve groups were using strategies in their choices at a rate greater than would be expected by chance alone. The groups differed by grade level in the number of times specific strategies were selected, although total number of strategies used did not differ across grade level, race, and sex. Constant strategies were used more often by kindergarten children while alternating strategies were utilized more often by second grade children. 相似文献
2.
To evaluate the accuracy of SEARCH as a screen for identifying children at risk for developing learning problems, 1107 kindergarten
children were evaluated with SEARCH and 284 (26 percent) were classified as at risk. At-risk children were of average intelligence
and SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. Children whose
group preacademic achievement scores were at or below the third stanine at the end of kindergarten were classified as having
inadequate skills for learning how to read; those scoring above the third stanine formed the adequate skills group. Using
this criterion, SEARCH predicted children who had adequate or inadequate preacademic reading skills with 77 percent accuracy.
However, approximately half of the children identified as at risk by SEARCH performed adequately. A reading test was individually
administered to a group of at-risk children at the end of first (N=49) and second (N=35) grade. Of those children identified
at risk by SEARCH at kindergarten, 39 percent at first grade and 66 percent at second grade performed at grade level. Fewer
children from the upper SES were identified by SEARCH as being at risk. 相似文献
3.
Robert M. Book 《Psychology in the schools》1980,17(2):153-158
Group test performance of children identified during the kindergarten year as educationally high, moderate, and low risk was investigated by following a group of 472 children from grades one through four. End of kindergarten predictive measures were the Kindergarten Evaluation of Learning Potential, the Bender-Gestalt Test, and the Slosson Intelligence Test; follow-up measures were group achievement tests administered in April of each school year. Significant differences in achievement performance were found between the high and low risk groups. Significant correlations were found between risk group designation and achievement performance in the first four grades. (No significant differences in group test performance were found for risk groups or individuals between grade levels.) Findings support the predictive validity of the present screening procedures for group test performance through grade four. Further, the findings show that students appear to perform consistently at the same level year to year in a regular class instructional program. 相似文献
4.
Virginia M. Silliphant 《Psychology in the schools》1983,20(3):289-294
Performance of kindergarten children on reasoning (Piaget tasks of logical thinking), visual-motor integration, and verbal development was related to achievement scores in kindergarten, second grade, and third grade. Subjects were 52 children in the kindergarten classes of a middle-class, suburban/rural school. Reasoning and visual-motor integration were related to achievement on the Metropolitan Achievement Test at the end of kindergarten. For the 43 children remaining in second grade, there was a relationship between reasoning in kindergarten and achievement on the Reading and Math Concepts sections of the Iowa Test of Basic Skills. For the 38 children remaining in third grade, kindergarten reasoning was related to total and Vocabulary scores of the California Achievement Test. Kindergarten visual-motor integration and verbal development were not related to achievement test performance at the end of the second and third grade for these subjects. Early intervention programs that encourage the development of thinking and match the child's reasoning to his academic tasks may stimulate both reasoning and achievement. 相似文献
5.
Snyder J Brooker M Patrick MR Snyder A Schrepferman L Stoolmiller M 《Child development》2003,74(6):1881-1898
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls. 相似文献
6.
The purpose of the study was to assess the effect of kindergarten retention on firstgrade achievement and adjustment. Forty children who had been retained in kindergarten were identified from schools that practiced kindergarten retention at a high rate. Control children were selected from schools matched on socioeconomic and achievement level, but that did not practice retention in kindergarten. Then, control children were selected individually to match retained children on sex, birthdate, socioeconomic level, second language, and beginning kindergarten readiness scores. The two groups, which were equally young and unready at the start of kindergarten, were compared at the end of first grade on seven outcome measures; the retained children were then completing three years of school and the control children two. There were no differences between the retained and control children on teacher ratings of reading achievement, math achievement, social maturity, learner self-concept, or attention. The groups also did not differ in CTBS math scores; the only difference occurred on the CTBS reading test, where the retained group was one month ahead. Based on parent interview data, children who had spent an extra year before first grade were not much different from those deemed at risk but not retained, except that, on average, retained children had slightly more negative attitudes toward school. The study findings are consistent with other available research on transition programs that show no academic benefit for the extra year and, when examined, a negative impact on social-emotional outcomes. 相似文献
7.
This study examined the relationship between extra-year programs and later school achievement. Ninety-five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra-year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control group. 相似文献
8.
Frank R. Vellutino Donna M. Scanlon Haiyan Zhang Christopher Schatschneider 《Reading and writing》2008,21(4):437-480
Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification
and children who scored at or below the 30th percentile on the test were classified as “at risk” for early reading difficulties.
Half of these children were randomly assigned to a project-based intervention condition where they received supplementary
intervention in small groups until the end of their kindergarten year. The other half received whatever remedial services
were available at their home schools and literacy skills development in both groups was tracked throughout kindergarten. All
available at-risk children were again assessed at the beginning of first grade and dichotomized into a “continued-risk” group
and a “no-longer-at-risk” group using a composite measure of basic word level skills. Normal reader controls were also identified
using the same measure. Children in the continued-risk group received either project-based intervention (one-to-one tutoring
30 min daily) or school-based intervention throughout first grade. Intervention for project treatment children was discontinued
at the end of first grade and literacy development in all groups was tracked until the end of third grade. The present study
focused on literacy development in children who received only project-based kindergarten intervention or both (project-based)
kindergarten and first grade intervention, relative to the normal reader controls. Of special interest was the question of
whether measures of response to intervention would more effectively distinguish between continued-risk and no-longer-at-risk
children than would kindergarten screening measures, measures of intelligence, or measures of reading-related cognitive abilities.
Results indicated that the RTI measures more effectively and more consistently distinguished between these two groups than
did the psychometric measures.
相似文献
| Frank R. VellutinoEmail: |
9.
《Contemporary educational psychology》1988,13(1):1-14
The utility of kindergarten screening measures in predicting first grade achievement was examined for 246 children classified as Anglo-American-English as home language (AA-E), Mexican-American-English as home language (MA-E), and Mexican-American-Spanish as home language (MA-S). All children were administered the Boehm Test of Basic Concepts, Draw-A-Design and Draw-A-Child subtests of the McCarthy Scales of Children's Abilities, and a Criterion Referenced Test at the beginning of kindergarten and at the end of kindergarten. The SRA Achievement Series was then administered during first grade. Stepwise multiple regression analyses were conducted for each group of children employing each set of kindergarten measures as predictors. All resulting equations were significant (p < .001) and revealed differential predictive power of the kindergarten measures as a function of ethnicity and home language, content of the criterion measures, and time of assessment. The Criterion Referenced Test was found to be a significant predictor of first-grade reading scores and the Draw-A-Design subtest emerged as a significant predictor of first-grade math achievement for the MA-S children, whereas the Boehm consistently emerged as a significant predictor and accounted for substantially more variance in first-grade reading and math scores for the AA-E and MA-E children. For all three groups, beginning kindergarten measures accounted for more variance in first-grade achievement than end of kindergarten measures. The importance of utilizing language measures, as well as predictive validity techniques, was discussed in relation to future cross-cultural research. 相似文献
10.
Eric Dion Monique Brodeur Catherine Gosselin Marie‐Ève Campeau Douglas Fuchs 《Learning disabilities research & practice》2010,25(2):87-96
It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction. 相似文献
11.
Nathlie A. Badian Frank H. Duffy Heidelise Als Gloria B. McAnulty 《Annals of dyslexia》1991,41(1):221-245
Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects
were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized
reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ
in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses
were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively
predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading
group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers,
provides an interesting contrast between the role of RAN and Confrontation naming in reading.
This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation
Grant P30HD18655 to C. F. Barlow. 相似文献
12.
How early childhood teacher beliefs vary across grade level 总被引：5，自引：0，他引：5
The continuum of beliefs reported by early childhood teachers (Head Start through third grade) and how those beliefs relate to classroom practice were explored in this article. Head Start, kindergarten, first-, second-, and third-grade teachers’ beliefs and self-reported practices were measured by three different instruments. These included the Early Childhood Survey of Beliefs and Practices (Marcon, 1988), and the Teacher Beliefs Scale (Charlesworth et al 1990 and Charlesworth). Each classroom was also observed using the Classroom Practices Inventory (Hyson and Vartuli 1992). The belief measures were moderately correlated and observed practices supported what teachers reported as their beliefs and practices. Beliefs were significantly more appropriate than practice at every grade level. As the grade level increased the level of self-reported developmentally appropriate beliefs and practices decreased. The same held true for observed practice. Teachers in first, second, and third grade did not rate developmentally appropriate practices as high as Head Start and kindergarten teachers. Teachers with fewer years of teaching experience and those with certification in early childhood education were more likely to believe in and use more developmentally appropriate practices. 相似文献
13.
To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures. 相似文献
14.
This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below −1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explaining even 52% of the variance in these skills after controlling for the mothers’ education levels. This association between early verbal counting skill and basic math performance was partly mediated through fourth-grade procedural calculation and word problem solving skills. Furthermore, verbal counting had an unique predictive relation to middle school math performance above and beyond the basic arithmetical and problem solving skills in fourth grade. Poor kindergarten verbal counting skill was a significant indicator for later difficulties in mathematics. 相似文献
15.
Laura M. Steacy John R. Kirby Rauno Parrila Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273
The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed. 相似文献
16.
A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in
four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program
and a preliminary look at the consequence of that training on basic phonological processes.
Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year,
and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques
for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took
place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological
awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one,
and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade
from the control classes. In addition, there were some indications that development of phonological awareness was accompanied
by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training
program and discuss the implications of the findings for a potential large-scale study. 相似文献
17.
Taylor HG Anselmo M Foreman AL Schatschneider C Angelopoulos J 《Journal of learning disabilities》2000,33(2):200-210
Most existing research on early identification of learning difficulties has examined the validity of methods for predicting future academic problems. The present study focused instead on the sensitivity of kindergarten teachers to learning problems in their students and on the continuity of teacher-identified problems over time. To identify early learning problems, kindergarten teachers in a suburban school district rated student progress toward six academic objectives as satisfactory or unsatisfactory. Twenty percent of the district's 303 kindergarten children received unsatisfactory ratings in at least one area. Thirty-eight of these children (identified group) were matched to 34 children with satisfactory ratings in all areas (nonidentified group). Results of testing conducted during kindergarten revealed poorer academic achievement in identified children than in nonidentified children. Children from the identified group also performed more poorly than children from the nonidentified group on tests of phonological processing and working memory/executive function and were rated by teachers as having more behavior and attention problems and lower social competence. Follow-up of the sample to first grade documented continued learning problems in the identified group. These findings support the use of teacher judgements in early detection of learning problems and argue against reliance on discrepancy criteria. 相似文献
18.
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic performances, and playing serious comparison games, only enhanced the number knowledge proficiency in grade 1. The value of these short periods of intensive gaming in kindergarten are discussed as a look-ahead approach to enhance arithmetic proficiency. 相似文献
19.
《The Journal of educational research》2012,105(5):211-214
AbstractAn Investigation utilizing ninety kindergarten and second grade students wan Initiated to assess the degree of reliability associated with the French Pictorial Test of Intelligence (PTI) and to study the level of difficulty and discriminative power of the Individual test Items. The test-retest correlations were .77 and .88 for the kindergarten and grade two samples, respectively, while split-half correlations ranged from .05 to .08. Sub-test Intercorrelations were quite high, In fact, much higher than those reported by French. Few items appeared to discriminate between the high-scoring and low-scoring subjects. The Items appeared to be arranged In ascending order of difficulty but while the Instrument appears to function adequately at the six-year level, the advisability for Its use at the eight-year level seemed subject to some doubt. 相似文献
20.
Nancy C. Jordan David Kaplan Maria N. Locuniak Chaitanya Ramineni 《Learning disabilities research & practice》2007,22(1):36-46
Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children (n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first‐grade math achievement. Background characteristics of income status, gender, age, and reading ability did not add explanatory variance over and above growth in number sense. Even at the beginning of kindergarten, number sense was highly correlated with end of first‐grade math achievement (r= 0.70). Clarifying the observed slope effect, general growth mixture modeling showed that children who started kindergarten with low number sense but made moderate gains by the middle of kindergarten had higher first‐grade math achievement than children who started out with similarly low number sense with flat growth. The majority of children in the low/flat growth class were from low‐income families. The findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties or disabilities. 相似文献