A longitudinal study on the predictive abililty of a preschool screening instrument to later reading achievment

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dc.contributor.advisor Beeson, Betty J. en_US
dc.contributor.author Pearson, Judy D. en_US
dc.date.accessioned 2011-06-03T19:29:51Z
dc.date.available 2011-06-03T19:29:51Z
dc.date.created 1981 en_US
dc.date.issued 1981
dc.identifier LD2489.Z64 1981 .P42 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179485
dc.description.abstract The purpose of this study was to investigate the predictive ability of specific items in the Catch-'Em Early preschool screening instrument with subsequent reading achievement as determined by SRA Achievement Series test scores at the second-, fifth-, and eighth-grade levels.The twenty selected items from the preschool screen were: walking board, jumping, body image, visual sequencing, body localization, gross space, angels-in-the-snow, eye motor coordination, visual figure ground, visual form constancy, spatial relations, reproduction in space, counting, colors, auditory sequencing, chalkboard, visual forms, visual memory, ocular pursuits, visual acuity.A Pearson Point Biserial Correlation technique was used at each grade level to determine the best predictors. The .05 level of significance was established for the non-acceptance of the null hypotheses. A regression analysis was used to determine the best combination of predictors for each grade level.Findings1. The visual form constancy screening item had a significant positive relationship with second-grade reading scores.2. The walking board and auditory sequencing screeningitems had a significant inverse relationship with second-grade reading scores3. The best predictive combination for second-grade reading was: walking board, auditory sequencing, and visual form constancy4. The body image, visual sequencing, body localization, angels-in-the-snow, visual form constancy, reproduction in space, counting, colors, auditory sequencing, chalkboard, and visual forms screening items had a significant positive relationship with fifth-grade reading scores5. The visual memory screening item had a significant inverse relationship with fifth-grade reading scores6. The best predictive combination for fifth-grade reading was: visual sequencing, color discrimination, body image, chalkboard, and visual forms7. The body image, body localization, angels-in-the-snow, eye motor coordination, reproduction in space, counting, colors, auditory sequencing, chalkboard, and visual forms screening items had a significant relationship with eighth-grade reading scores.8. The visual memory relationship with screening item had a significant inverse eight-grade reading scores9. The best predictive combination for eighth-grade reading was: visual sequencing, chalkboard, visual forms, reproduction in space, and eye motor coordination en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent 3, iv, 131 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Reading -- Research. en_US
dc.title A longitudinal study on the predictive abililty of a preschool screening instrument to later reading achievment en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/385744 en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1838248


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  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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