Investigates the academic effectiveness of a prekindergarten program in a suburban, predominantly Caucasian upper middle class school system. Matched children who spent an extra year in prekindergarten with youngsters who proceeded directly to regular kindergarten. Using achievement test scores and other measures, found no significant differences…

Examined demographic, cognitive, achievement, perceptual, visual-motor, and behavioral characteristics of three groups of children at end of first year in either transitional prekindergarten program or regular kindergarten program following retention or promotion recommendations. Retained children differed from promoted peers, being younger and…

This study compared third-grade achievement test scores of participants in Vertical Home Start (VHS), a preschool individualized program for children from 2 to 5 years of age. Results indicate that, especially for black children, home-based preschool enrichment may more effectively promote growth in math and basic skills areas. (Author)

Describes the Minnesota Preschool Inventory and provides data regarding its validity. Results based on a study of (N=360) prekindergarten children indicated that low scores on certain developmental scales question children's abilities to meet kindergarten expectations. Parent concerns, adjustment scales, and symptoms may point to a need for…

Compared alternate forms of the Peabody Picture Vocabulary Test-Revised for (N=72) preschool children. Results indicated differences between Form L and Form M mean scores were nonsignificant for Whites, males, females, and the total group. For Black preschoolers, Form L was apparently more difficult to complete successfully than Form M. (Author)

Examines the applicability of the medieval kingdom social role topology with kindergarten children and assesses the association between the social roles children assume and seven nonbehavioral variables. Confirmed hypotheses that the topology could be distilled from a sample of kindergarten children (n=173) and that specific nonbehavioral…

Examines the construct validity of a scale for 7-year-old children and analyzes the degree of factorial similarity between this analysis and another study performed on 4-year-old children. Results indicate that the cognitive abilities measured by the scale become more general with age and the level of schooling. (RJM)

The purpose of this study was to determine whether a highly structured program would improve the school readiness of disadvantaged preschoolers. Results suggest that curricula should be developed from many diagnostic instruments in both cognitive and social areas. (Author/BY)

Presents multiple constructs that play a role in understanding African American preschool children's social competence. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. Discusses…

The purpose of this review is to present factors that impede and promote successful transition to kindergarten, with a focus on the specific needs of students with problem behavior. The review addresses competencies that teachers report are critical for success in kindergarten, traditional transition practices, and challenges in implementing…

Five-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n=10), behavior control deficits (n=13), or normal language and behavioral development (n=16). Results generally supported the predictive validity of the…

Examined the relationship between performance on the Expressive One-Word Picture Vocabulary Test (EOWPVT) and other verbal and nonverbal ability measures in a group of preschool borderline retarded children. Results tentatively support the use of the EOWPVT as a measure of verbal intelligence in this population. (Author/JAC)

Obtained intelligence scale scores to predict academic achievement scores on a comprehensive testing program given at the end of grades one, two, and three. Results show that correlations between achievement and verbal IQ are significant at all three grade levels. Findings indicate that verbal abilities are more predictive of academic achievement…

Uses a case vignette to consider the possibility that the Rorschach FM index may be a forerunner of abstract thinking. Data support the major finding that FM may enable educational diagnosticians to more accurately estimate the intellectual capabilities of some preschool minority and other culturally disadvantaged children. (Author/JAC)