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Peer reviewedBusse, Thomas V.; Seraydarian, Louisa – Psychology in the Schools, 1978
Relationships between first name desirability and school readiness, IQ, and school achievement were explored using 1,727 elementary school children. School readiness, IQ, and achievement variables showed small, but significant, correlations with first name desirability for girls; boys also showed a first name effect. First name desirability was…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Intelligence Quotient
Peer reviewedMay, Deborah C.; Welch, Edward – Psychology in the Schools, 1986
One hundred and fifty-two children were classified by birthdate and sex and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. Females scored higher than males on the GSRT but no interations between birthdate and sex were found. (Author/ABB)
Descriptors: Age Differences, Early Childhood Education, Preschool Children, School Entrance Age
Peer reviewedGumpel, Thomas P. – Psychology in the Schools, 1999
Describes the development of the Readiness Inventory (RI), a measure of readiness for first grade. The RI was completed on 139 first-grade children and analyzed using a model of Item Response Theory. Findings indicate that behaviors dealing with academic skills are less indicative of readiness than abilities dealing with role-governed behaviors or…
Descriptors: Academic Ability, Foreign Countries, Item Response Theory, Primary Education
Peer reviewedShepard, Lorrie A. – Psychology in the Schools, 1997
Reviews both the technical and policy aspects of readiness testing in local school districts. Summarizes policy context, motivations behind the tests, and consequences. Discusses the types of readiness tests and developmental screening measures misused as readiness tests, along with evidence of these measures' substantive and technical validity.…
Descriptors: Age Grade Placement, Children, Elementary Education, School Entrance Age
Prediction of Academic Achievement with the McCarthy Screening Test and Metropolitan Readiness Test.
Peer reviewedGullo, Dominic F.; And Others – Psychology in the Schools, 1984
Examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness after kindergarten and achievement at the end of first grade. The MST significantly predicted children's scores of the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT. (JAC)
Descriptors: Academic Achievement, Kindergarten Children, Predictive Validity, Primary Education
Peer reviewedTelegdy, Gabriel A. – Psychology in the Schools, 1975
Results suggest that the STAR or MRT, coupled with teacher observations and the BGT, can provide a school system with an adequate screening readiness battery. Of the several skills measured by readiness tests, letter knowledge is the most predictive of actual first grade achievement. (Author)
Descriptors: Learning Readiness, Predictive Measurement, Primary Education, Readiness
Peer reviewedMay, Deborah C.; Kundert, Deborah K. – Psychology in the Schools, 1993
Surveyed 260 school districts in New York to determine whether they offered pre-first transition classes for children identified as unready for first grade and, if so, what information was used to make placement decision. Fifty-seven percent of districts reported that they had pre-first classes. All reported using teacher recommendations in…
Descriptors: Grade 1, Primary Education, School Readiness, Student Placement
Peer reviewedWallbrown, Jane D.; Wallbrown, Fred H. – Psychology in the Schools, 1974
This study hypothesizes that while the mental age most effectively predicts reading readiness, deficits in information processing at the automatic level decrease the efficiency of the prediction. Conclusions support this hypothesis. (Author/HMV)
Descriptors: Beginning Reading, Cognitive Tests, Learning Readiness, Readiness
Peer reviewedShepard, Lorrie A.; Smith, Mary Lee – Psychology in the Schools, 1987
Compared two groups of children who were equally unready for school at start of kindergarten: one group (N=40) was retained in kindergarten and the other group (N=40) was not retained. When compared after completion of first grade no differences were found on outcome measures of reading achievement, math achievement, social maturity, learner…
Descriptors: Elementary Education, Grade 1, Grade Repetition, Instructional Effectiveness
Peer reviewedHess, Richard J.; Hahn, Roland T. – Psychology in the Schools, 1974
Investigates the ability of the HSRS to identify prekindergarten or prefirst grade children who will be academically unsuccessful. Results, based on a five-year followup study, indicate the HSRS accurately predicted school failure 81 percent of the time. (Author/HMV)
Descriptors: Academic Failure, Cognitive Tests, Followup Studies, Identification
Peer reviewedWatkins, Ernest O.; Wiebe, Michael J. – Psychology in the Schools, 1984
Investigated the factor composition of the Metropolitan Readiness Test, using first-grade subjects (N=1,241). A total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas or a distinct prereading measure were identified. (Author/JAC)
Descriptors: Elementary School Students, Factor Analysis, Grade 1, Primary Education
Peer reviewedZucker, Steven; Riordan, Jean – Psychology in the Schools, 1988
Examined concurrent validity of several new and revised conceptual language measures. Administered Bracken Basic Concept Scale (BBCS), Boehm Test of Basic Concepts-Preschool Version (Boehm-PV) or Boehm-Revised, Peabody Picture Vocabulary Test-Revised (PPVT-R) to 99 preschool children attending kindergarten screening. BBCS correlated significantly…
Descriptors: Comparative Testing, Concurrent Validity, Language Acquisition, Language Aptitude
Peer reviewedMatthews, Lorraine L.; May, Deborah C.; Kundert, Deborah K. – Psychology in the Schools, 1999
Examines school adjustment outcomes and emotional learning difficulties for students who participated in readiness kindergartens and pre-first classes. Significant differences were noted in retention rates, dropout rates, and special education placement rates. In spite of limitations of research, the practice of placing children in programs based…
Descriptors: Child Development, Grade 1, Kindergarten Children, Longitudinal Studies
Peer reviewedSassenrath, J. M.; Maddux, Robert E. – Psychology in the Schools, 1973
Descriptors: Diagnostic Tests, Disadvantaged Youth, Individual Development, Intellectual Development
Peer reviewedLeton, Donald A.; Rutter, Barbara A. – Psychology in the Schools, 1973
Descriptors: Diagnostic Tests, Factor Analysis, Individual Development, Learning Readiness
