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ERIC Number: ED201389
Record Type: RIE
Publication Date: 1981-Apr
Pages: 19
Abstractor: N/A
Reference Count: 0
Predicting Academic Performance from Printing Errors in Kindergarten.
Simner, Marvin L.
Form errors, but not reversal errors, generated when kindergarten children printed reversible letters and numbers, were associated with teachers' judgments of children's academic performance at the end of kindergarten and throughout Grade 1. Three samples totaling 166 non-repeating kindergarten children (79 male, 87 female) were drawn from eight kindergarten classes distributed among seven schools. All of the children were native English speakers. Each child was asked individually to print from memory immediately after a 2.5-second exposure to each of 41 reversible letters and numbers shown one at a time in random order on either slides or flash cards. Results support previous findings that left-right reversal errors have limited utility for identifying children with potential learning problems. It is concluded that the largely overlooked category of form error could prove useful as an aid in early screening programs. The possibility that form errors stem from the child's lack of familiarity with letters and numbers and/or a short attention span suggests that programs designed to focus attention on and provide drill with language based materials are appropriate for early interventions. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Form Errors (Handwriting); Reversal Tendency
Note: A preliminary version of this paper was presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).