School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance across the Elementary Grades

Autor/inn/en	Quirk, Matthew; Dowdy, Erin; Goldstein, Ariel; Carnazzo, Katherine
Titel	School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance across the Elementary Grades
Quelle	In: Assessment for Effective Intervention, 42 (2017) 4, S.248-253 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417719680
Schlagwörter	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; California; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Prädiktor; Soziale Entwicklung; Gefühlsbildung; Reading skill; Lesefertigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Well-being; Wellness; Wohlbefinden; Screening-Verfahren; Frühleseunterricht; Lesetest; Survey; Umfrage; Befragung; Statistische Analyse; Lehrerverhalten; Korrelation; Kalifornien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01