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ERIC Number: ED533052
Record Type: Non-Journal
Publication Date: 2011
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-3024-7
ISSN: N/A
Kindergarten Readiness Skills: Predictors of Academic Potential
Rawlings, Jennifer
ProQuest LLC, Ed.D. Dissertation, Tennessee State University
The purpose of this study was to determine the relationship between school readiness skills as measured by the Missouri KIDS and academic potential in reading and math as measured by the scores on the CTP4 in grades 2-4 in a private, independent school. This study identified which school readiness skills most accurately predict the need for learning services and if low-achieving students receiving learning services are no longer academically distinguishable from their classmates by fourth grade. This study focused on both correlational and causal-comparative research methodology utilizing archival data. The sample for this research study consisted of approximately 227 students who attended a private, independent school in grades K-4. The acquired data was analyzed and summarized through the use of descriptive statistics and frequency distributions. Five stepwise regressions and two MANOVAs were conducted to address the hypotheses. All seven of the null hypotheses presented for testing were found to have a statistically significant relationship and/or difference. A model including language concepts, auditory skills, and visual skills was found to be the greatest predictor of reading comprehension. For auditory comprehension, a model including visual skills and auditory skills was found to be the main predictor. The model including number concepts, visual skills, and auditory skills was found to aid in predicting verbal reasoning scores; whereas, the model including visual skills and number concepts facilitated for the prediction of both mathematics and quantitative reasoning. The results of the two MANOVAs indicated a statistically significant difference between the fourth grade students who received learning services and those students who did not. All seven null hypotheses were rejected at the 0.05 level of significance. These findings concluded that the Missouri KIDS has the ability to predict future achievement and to identify students who may benefit from learning services. Further research should be conducted that includes a larger sampling of students from other ethnic, cultural, and socio-economic backgrounds who have been assessed using the Missouri KIDS and to study other test instruments for their ability to predict academic potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri