The subject of this book is preprimary educational programs; the focus is upon broad educational strategies variously applicable to children ages 3-6. This book communicates to readers the great variety in educational and psychological thinking about children in the early 1970's. The book maintains a consistent research perspective and whenever…

This report is a summary of an evaluation of the predictive efficacy of profiles derived from a kindergarten rating scale. (Author)

Stability of performance on the Kaufman Assessment Battery for Children (K-ABC) and the Stanford-Binet Intelligence Scale: Fourth Edition (S-B:4) over a 1-year interval was examined with a sample of 28 nonhandicapped preschoolers. Each child was administered both tests in counterbalanced order and retested in 1 year with either the K-ABC or the…

A modification of the Boehm Test of Basic Concepts for use with pre-kindergarten children is presented. Guidelines for administration, age norms and information on reliability and validity are provided. (Author)

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…

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)

The appropriateness of the Metropolitan Achievement Tests for economically deprived urban children was the subject of this article. It was concluded that due to item difficulty other tests should be considered. (Author/BY)

The purpose of these studies was to provide information on the Dallas Preschool Screening Test (DPST). While the DPST is widely used in Texas, little research on the instrument exists. Study 1 provides data on the predictive validity of the DPST for total and component scores of the Comprehensive Test of Basic Skills (CTBS). It was hypothesized…

Over a 2-year period, stability of performance on the Kaufman Assessment Battery for Children of 25 nonhandicapped preschool children was examined. Overall, results indicated a high level of stability for both global scale scores and subtest scores. Less stability was indicated for performance patterns and subtest strengths and weaknesses. (PCB)

Since 1975, the Chicago public schools have been conducting ongoing research and development related to the identification and remediation of prekindergarten children with potential learning problems. The present study describes initial efforts toward the creation of a longitudinal data base aimed at determining (1) prekindergarten-age…

This document provides information for teachers and administrators about 54 tests which can be used with young children (2-5 years of age) to assess and evaluate early childhood education programs. Brief descriptions of the tests, presented in charts, include the following information: the name of each measure its author, the publisher, age or…

Responding to Dr. Meisels' article concerning the uses and abuses of the Gesell readiness tests, the Gesell Institute of Child development maintains that the Gesell series of assessments are used by schools to gain a fuller developmental understanding of the child and have been predictive of school success. (BB)

Two studies investigated examiner scoring agreement on the Oral Vocabulary, Draw-A-Design, and Draw-A-Child subtests of the McCarthy Scales of Children's Abilities. In study one, ten examiners scored four randomly selected normal children's protocols. Unanimous agreement occurred on scores for 52% of the Oral Vocabulary responses, 39% of the…

Approximately 120 published pre-school and Kindergarten tests (including over 630 subtests with separately normed scores) were evaluated through the MEAN test evaluation procedure which reflects four main areas of concern: measurement validity, examinee appropriateness, administrative usability, and normed technical excellence. Evaluation results…