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ERIC Number: EJ1082844
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1062-7197
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.
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:
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