Defining and Measuring School Readiness Using Confirmatory Factor Analysis Techniques

Autor/in	Ward, Jenna M.
Titel	Defining and Measuring School Readiness Using Confirmatory Factor Analysis Techniques
Quelle	(2016), (188 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-8397-2
Schlagwörter	Hochschulschrift; Dissertation; School Readiness; Kindergarten; Skills; Measurement Techniques; Preschool Children; Child Development; Academic Ability; Predictor Variables; Academic Achievement; Developmental Stages + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Readiness for school; School ability; Schulreife; Skill; Fertigkeit; Messtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Prädiktor; Schulleistung
Abstract	School readiness skills in kindergarten have been linked with later academic and social achievement; promoting these skills may be a way to help prevent later concerns. A first step is to define school readiness and identify those skills that are most important for later school success. The current dissertation took a two-study approach to measuring school readiness in kindergarten. Study one proposed a model for measuring school readiness in the fall of kindergarten, comprised of developmental and early academic formative measures. Confirmatory Factor Analysis (CFA) techniques were used to test five nested models proposed to explain school readiness. A two factor cross loading indicators model, comprised of achievement in developmental milestones and early academic skills, appeared to provide the best explanation of school readiness in the fall of kindergarten. Study two examined which of those school readiness skills across the kindergarten year best predicted end of kindergarten early academic achievement. Developmental milestones were measured through composite scores, based upon findings from the first study, as well as early reading and early math measures. Path analysis techniques were used to examine the variance accounted for in springtime early academic skills by fall and winter early academic and development skills. Developmental milestones did not appear to provide additional predictive value for end of kindergarten early academic skills, after accounting for beginning of kindergarten early academic skills. The results of these two studies support a clear definition and efficient measurement approach for school readiness skills in kindergarten. Limitations, future research, and practical implications of these findings are discussed. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01