ERIC Number: EJ1151222
Record Type: Journal
Publication Date: 2017-Sep
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance across the Elementary Grades
Quirk, Matthew; Dowdy, Erin; Goldstein, Ariel; Carnazzo, Katherine
Assessment for Effective Intervention, v42 n4 p248-253 Sep 2017
This study is a brief psychometric report examining the Kindergarten Student Entrance Profile (KSEP). Multiple regression models were tested examining associations between kindergarten teachers' ratings of children's social-emotional and cognitive readiness during the first month of kindergarten with academic and social-emotional outcomes almost 6 years later. Significant associations (p < 0.05) were identified between children's cognitive readiness at kindergarten entry and reading fluency in Grade 5, as well as between children's social-emotional readiness and multiple aspects of their social-emotional well-being in Grade 5. This study provides evidence supporting the long-term predictive validity of KSEP screener ratings and highlights the importance of screening for social-emotional, as well as cognitive, indicators of readiness when children enter kindergarten. Practical implications are discussed.
Descriptors: School Readiness, Predictor Variables, Social Development, Emotional Development, Reading Skills, Elementary School Students, Kindergarten, Grade 5, Reading Fluency, Well Being, Predictive Validity, Screening Tests, Emergent Literacy, Reading Tests, Surveys, Statistical Analysis, Teacher Attitudes, Correlation
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A