The Predictive Validity of the Phelps Kindergarten Readiness Scale

Autor/inn/en	Augustyniak, Kristine M.; Cook-Cottone, Catherine P.; Calabrese, Nancy
Titel	The Predictive Validity of the Phelps Kindergarten Readiness Scale
Quelle	In: Psychology in the Schools, 41 (2004) 5, S.509-516 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10180
Schlagwörter	Measures (Individuals); Kindergarten; Structural Equation Models; Predictive Validity; Language Arts; Academic Achievement; School Readiness; Scores; Correlation; Mathematics Achievement; Reading Achievement; Public Schools; Verbal Communication; Auditory Perception; Age Differences; Gender Differences; Student Behavior; Grade 4; New York + Suchen Sie Ihr Suchwort? Messdaten; Sprachkultur; Schulleistung; Readiness for school; School ability; Schulreife; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Public school; Öffentliche Schule; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain-specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth-grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS-4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. (Contains 2 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10