The Effectiveness of Three Kindergarten Predictors For First-Grade Achievement

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Abstract
To aid in the early identification of potential learning disabled children, a multiple regression with analysis of covariance was used to determine which predictors (a reading readiness test, a reading achievement test, and a kindergarten teacher rating scale), scored on 87 subjects, correlated maximally with first-grade achievement as measured by the Gates-Mac-Ginitie Reading Test. All three of the independent predictor variables were statistically significant (p<.01) for the criterion. Analysis of covariance showed that the teacher rating scale and the reading readiness test were uniquely significant (p<.01) in predicting first-grade vocabulary achievement. The teacher rating scale was uniquely significant (p<.02) in predicting first-grade comprehension achievement. The teacher rating scale would be a more efficient predictive measure as it takes much less time to administer, and guides the teacher to consider a child's learning processes, as well as his performance.