Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to…

Long-term follow-up information on children who have participated in early childhood special education (ECSE) has seldom been available. In the present study, the cognitive and academic performance of 171 thirteen-year-old graduates of 2 ECSE curricula is examined. Although preschool cognitive measures continued to predict later performance…

Predictive validity of the Test for Auditory Comprehension of Language and the Developmental Test of Visual Motor Integration was investigated singly and in combination for a group of preschool children. The results indicated little practical significance in using both instruments as opposed to either test singly. (Author/CP)

Children scheduled for medical examination before entering school were followed in school one or two years later. Examination nonattenders had a two-fold risk of repeating grades, special class placement, referral for speech-language problems, teacher-reported learning or behavior problems, failure of vision or hearing screening, transfer between…

This longitudinal study investigates the relationship between preschool children's ability test scores and their scores on achievement tests in 1st and 2nd grade. Subjects were 59 academically able children (27 boys and 32 girls, 4 black and 55 white) enrolled in an independent school. Children (mean age, 3 years, 9.8 months) were assessed with…

This study is phase one of a 4-year project. It was aimed at examining the predictive validity of six preschool screening instruments on later academic achievement. The six instruments were (1) the Stanford-Binet Intelligence Test, (2) the Sprigle School Readiness Screening Test, (3) the Anton Brenner Developmental Gestalt Test of School…

Studying the validity of the Developmental Indicators for the Assessment of Learning (DIAL), 53 kindergartners took the DIAL before school entrance and then had their Slosson Intelligence Test scores and Metropolitan Readiness Tests monitored for the school year. Preschool screening programs and their relation to the DIAL are discussed. (CE)

Primary school children were administered the Draw-A-Design and Draw-A Child subtests of the McCarthy Scales of Children's Abilities in a group setting. Results suggest that the McCarthy drawing tests may be administered validly in a group format, and that these scores are significantly related to school achievement. (Author/BW)

Commenting on the Gesell Institute's response to his original article concerning the Gesell assessments, Dr. Meisels continues to maintain that the Gesell readiness tests lack sufficient proof of validity. (BB)

The ability of the Screening Test of Academic Readiness to predict academic achievement was assessed through using two samples of beginning kindergarten pupils from two successive years in a large midwest suburban school district. The test proved to be a fairly effective predictor. (Author/JKS)

Examined the relationship between early school retention as a result of preschool and kindergarten developmental testing and children's later academic achievement (N=223). Results showed children who scored as immature on the Gesell Screening Test and who were retained a year had the lowest scores on all measures. (JAC)

Proposes criteria for defining and selecting preschool developmental screening instruments and describes the Early Screening Inventory (ESI), a developmental screening instrument designed to satisfy these criteria. Presents results of several studies demonstrating that the ESI predicts school performance with moderate to excellent accuracy through…

Examined the Developmental Indicators for the Assessment of Learning (DIAL) with regard to its effectiveness in predicting school success as determined by subjects' (N=245) first-grade performance on the California Achievement Test (CAT). Found the DIAL concepts subtest to be the most valid single predictor. (Author/ABB)