The experiential effect of kindergarten on Bankson Language Screening Test performance

This investigation examined the effect of kindergarten experience on the performance of two groups of children on the Bankson Language Screening Test. One group of children was tested at the beginning of their kindergarten experience and a second group was tested five months later. Performance of the two groups on the Bankson was determined to be significantly different, independent of age. The different performance pattern for each group is described as well as the possible implications. There may be a need for different sets of language test norms for children with kindergarten experience and for children without this experience.