Home language as a predictor of first-grade achievement for Anglo- and Mexican-American children |
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| Institution: | 1. Department of Psychiatry, Changhua Christian Hospital, Changhua, Taiwan;2. Department of Psychology, Chung-Shan Medical University, Taichung, Taiwan;3. Clinical Psychological Room, Chung-Shan Medical University Hospital Taichung, Taiwan |
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| Abstract: | 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. |
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