ERIC Number: ED023474
Record Type: Non-Journal
Publication Date: 1968-Aug-29
Reference Count: N/A
A Comparison of Pre-Kindergarten and Pre-1st Grade Boys and Girls on Measures of School Readiness and Language Development. Interim Report.
Rubin, Rosalyn; Balow, Bruce
Although normative figures of the performance of late kindergarten and entering first grade students on standardized readiness measures are usually available in the test manuals, no such data is available for pupils about to enter kindergarten. In order to obtain such data, 638 kindergarten (P-K) children in Minnesota were tested on three instruments: (1) the Metropolitan Readiness Tests (MRT), (2) the Illinois Test of Psycholinguistic Abilities (ITPA), and (3) the Behavior Rating Scale. Some 570 prefirst-grade (P-1) children were also tested, including 300 of the children tested at the P-K level. It was found that P-K girls did significantly better on the MRT than P-K boys, and girls did better than boys at the P-1 level. Compared with norms available for P-1 children, the P-1 boys in this study fell at the thirty-fifth percentile; the girls, at the forty-second. On the ITPA, neither at the P-K level nor at the P-1 level did there exist overall differences in performance on the basis of sex. It appears, therefore, that the kindergarten experience tends to modify initial performance differences on the basis of sex towards uniformity rather than towards greater divergence in favor of the girls. P-K girls rated higher than the boys on all items of the Behavior Rating Scale, but at the P-1 level there was no significant difference. (WD)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Special Education.
Identifiers - Assessments and Surveys: Illinois Test of Psycholinguistic Abilities; Metropolitan Readiness Tests