Preschool Preposition Test: Developmental Screening for Head Start.

Autor/inn/en	Aaronson, May; und weitere
Titel	Preschool Preposition Test: Developmental Screening for Head Start.
Quelle	(1978), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Comparative Testing; Compensatory Education; Diagnostic Tests; Disadvantaged Youth; Early Childhood Education; Form Classes (Languages); Parent Child Relationship; Predictive Validity; Preschool Tests; Screening Tests; Spatial Ability; Test Validity; Verbal Development; Vocabulary Development + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Diagnostic test; Diagnostischer Test; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analytischer Sprachbau; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Screening-Verfahren; Räumliches Vorstellungsvermögen; Testvalidität; Wortschatzarbeit
Abstract	As a preschool screening instrument, the Preschool Preposition Test (PPT) can play an important role in the early identification of cognitive delay. PPT scores increase appropriately with chronological age. Cognitive data demonstrate impressive correlations with recognized intelligence tests (the Stanford-Binet and the Peabody Picture Vocabulary Test), and it correlates well with teachers' ratings of classroom performance. It has concurrent validity as a test of receptive language ability and predictive validity in areas designated as Verbal, Nonverbal and Quantitative Abilities on a test of cognitive abilities. The long term predictive power demonstrated in a third grade follow-up study of students from 10 Head Start classes is considered strong and unexpected in so brief and simple a screening tool. A possible link between PPT scores and the mother's nurturant and verbal behavior with her child is indicated from reports of parent-child relationships in three home-based intervention studies. Based on the investigation of five Head Start programs and one third grade follow-up study, it is concluded that administering the PPT a few weeks after the beginning of the school year provides useful identifying information about students likely to encounter scholastic difficulties. The PPT can be administered quickly by classroom staff or volunteers. Children earning the poorest scores should be assessed further to determine the underlying causes. Special needs can then be met early in the preschool year, helping students to overcome emerging difficulties which could develop into scholastically handicapping conditions. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC