Screening kindergarten children: A review and recommendations

Children Who were Very Low Birthweight: Cognitive Abilities and Classroom Behavior at Five Years of Age

“…Smith and Keogh (1962) found visual motor function, measured by the Bender Gestalt, predictive of achievement in the early grades, and Keogh and Smith (1970) found visual motor behavior predictive of achievement in Grade 6. Summarizing some of the work in screening for learning disabilities, Rogalsky (1986) concluded that language and perceptual motor factors are reliable predictors for school success.…”

Health and educational screening of school-age children--definition and objectives.

“…"2 5 Even if screening tests were to become highly reliable and valid measures, however, the statements resulting from these tests accrue from a very circumscribed interaction and may best be thought of as working hypotheses.…”

“…Many screening tests are still of questionable validity. 5. Collateral and individualizing historical information is not usually considered in feedback from screening efforts.…”

Preschool Application of the Metropolitan Readiness Tests: Validity, Reliability, and Preschool Norms

“…In the absence of school readiness measures normed appropriately for use with beginning kindergarten children, school personnel are often forced to rely upon subjective evaluations of children's abilities in their efforts to establish kindergarten curricula appropriate for individual class members as well as for the total group. Recognition of the need in this area has stimulated efforts to devise new instruments or new combinations of existing instruments which might yield information appropriate for assessing entering kindergarten pupils (Rogolsky, 1969;Seda and Michael, 1971;Smith and Solanto, 1971). However, there are several advantages in expanding the norms of an established test such as the MRT rather than attempting to develop new instruments: (1) there already exists an extensive body of empirical evidence regarding the validity of the MRT in predicting later school achievement (Hildreth, Griffiths, McGauvran, 1969;Mitchell, 1962Mitchell, , 1967; (2) the research potentialities of an instrument are greatly strengthened when the same measure can provide adequate means for evaluating the relative position of students both before and after exposure to differing kindergarten curricula, and (3) repeated measures can indicate rate of change or the existence of continuing deficits in a child's abilities.…”