ERIC Number: EJ1082844
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1062-7197
EISSN: N/A
Skills for Children Entering Kindergarten
Tindal, Gerald; Irvin, P. Shawn; Nese, Joseph F. T.; Slater, Steve
Educational Assessment, v20 n4 p297-319 2015
Assessing kindergarten entry skills is complex, requiring attention to skill proficiency and interactive behaviors deemed critical for learning to occur. In our analysis of a state initiative, pilot data were collected on early literacy and numeracy and 2 aspects of important student interactions in the classroom (social and task behaviors) within the first 6 weeks of kindergarten students' entry into school. Using descriptive statistics, exploratory factor analysis, and structural equation modeling, we provide initial evidence that supports a theoretical model referencing skill acquisition and classroom participation. These entry skills may be important to serve as a baseline for the beginning of students' schooling, identify students at risk of not meeting grade-level expectations, inform instruction, and document growth.
Descriptors: School Readiness, Kindergarten, Emergent Literacy, Numeracy, Interaction, Interpersonal Competence, Student Behavior, Statistical Analysis, Factor Analysis, Structural Equation Models, Skill Development, Student Participation, Figurative Language, School Districts, Student Characteristics, Administrators, Reading Skills, Mathematics Skills, Questionnaires
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324A100014