Predicting reading achievement for Kindergarten boys and girls
作者:
Nona Tollefson,
Roberto Rodriquez,
Peggy Glazzard,
期刊:
Psychology in the Schools
(WILEY Available online 1985)
卷期:
Volume 22,
issue 1
页码: 34-39
ISSN:0033-3085
年代: 1985
DOI:10.1002/1520-6807(198501)22:1<34::AID-PITS2310220108>3.0.CO;2-T
出版商: Wiley Subscription Services, Inc., A Wiley Company
数据来源: WILEY
摘要:
AbstractThis study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.
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