ERIC Number: EJ1029756
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reliability and Structural Validity of The Teacher Rating Scales of Early Academic Competence
Reid, Erin E.; Diperna, James C.; Missall, Kristen; Volpe, Robert J.
Psychology in the Schools, v51 n6 p535-553 Jul 2014
Currently, there are few strengths-based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at-risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS-EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five-factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five-factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS-EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.
Descriptors: Rating Scales, Preschool Children, Evaluation Methods, Academic Ability, At Risk Students, Preschool Teachers, Early Intervention, Public Schools, Factor Analysis, Creative Thinking, Critical Thinking, Thinking Skills, Numeracy, Emergent Literacy, Comprehension, Learning Strategies, Social Development, Emotional Development, Psychomotor Skills, Communication Skills, Scores, Test Validity, Test Reliability
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Rating Scale