Prediction and prevention of learning difficulty among kindergarten students

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dc.contributor.advisor Wenck, L. Stanley (Lewis Stanley) en_US
dc.contributor.author McConnell, Sandra Sue en_US
dc.date.accessioned 2011-06-03T19:28:43Z
dc.date.available 2011-06-03T19:28:43Z
dc.date.created 1985 en_US
dc.date.issued 1985
dc.identifier LD2489.Z64 1985 .M436 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178211
dc.description.abstract The Early Prevention of School Failure program purports to identify children ages 4 to 6 who are at risk for school failure and to remediate problem areas before the failure becomes apparent. Though the program enjoys widespread use and popular acclaim, its effectiveness has not been adequately demonstrated. Unlike many other preschool screening measures, EPSF has not been subjected to rigorous experimental scrutiny. This study was designed to (1) examine then assess the efficacy of the EPSF intervention component.Subjects were 116 kindergarten students in an Indiana public school district. Students were pretested on the PPVT-R, VMI, PLS, and MAS. Based on their test performance, students were classified at risk or not at predictive validity of the screening battery and risk in five skill areas: auditory perception, visual perception, language, fine motor, and gross motor. Experimental subjects received daily remedial instruction in each deficit area. Comparison subjects participated only in the regular kindergarten program. At the end of the year subjects were posttested on the EPSF battery. The Metropolitan Readiness Tests were administered as a measure of kindergarten success. In addition, teachers rated each student's overall achievement.Canonical analysis was performed to assess the predictive validity of the EPSF screening battery. Results indicated that 39% of the variability in kindergarten achievement could be explained by the synthetic predictor variable. The PPVT-R, PLS, and VMI were approximately equally weighted as predictors, with MAS scores adding little to the prediction equation.Analysis of covariance was applied to test the significance of the treatment effect after controlling for initial student differences. There was no difference at the .05 level between adjusted mean scores for experimental and comparison subjects. Children in regular kindergarten classes performed as well at the end of the year as those who received special remedial instruction in addition to the kindergarten curriculum.It was concluded that EPSF is as effective as many other kindergarten screening programs in predicting learning difficulty. Claims made regarding the program's prevention of such difficulty were not supported by the data. en_US
dc.format.extent vi, 136 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning disabilities. en_US
dc.subject.lcsh Preschool tests. en_US
dc.title Prediction and prevention of learning difficulty among kindergarten students en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/473609 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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