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Early childhood testing and school learning problems: a cross-validation.

C B Jorgenson1, D E Jorgenson, C M McCall

  • 1Southwest Texas State University.

The International Journal of Neuroscience
|October 1, 1990
PubMed
Summary
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Early childhood educators can use a new screener to accurately assess kindergarten skills. This tool helps identify high-achieving and low-achieving students, informing educational program design and preventing misidentification of deficiencies.

Area of Science:

  • Educational Psychology
  • Early Childhood Education
  • Child Development

Background:

  • Formal assessments may be unsuitable for young children, potentially leading to misidentification of learning difficulties.
  • Educators require reliable methods for evaluating early school-grade children's skills to inform instruction.

Purpose of the Study:

  • To develop and validate a tool that assists early grade educators in making accurate decisions about individual children's educational needs.
  • To improve the accuracy of early skill evaluation for designing effective educational programs.

Main Methods:

  • Identification of a screening tool in the first year that differentiated between kindergarteners perceived as high-achieving versus low-achieving by teachers.
  • Cross-validation of the identified screener in a subsequent study to confirm its efficacy.

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Main Results:

  • The developed screener effectively discriminated between high-achieving and low-achieving kindergarten students.
  • Cross-validation confirmed a statistically significant relationship between the screener's results and teachers' evaluations of student achievement.

Conclusions:

  • The validated screener provides a reliable method for early identification of kindergarteners' skill levels.
  • This tool can support educators in making informed decisions for targeted educational interventions and program planning.