Abstract
AbstractThe question of whether or not identical predictor scores for impulsive and reflective kindergarten children were indicative of discrepant reading readiness and first grade reading achievement scores was examined. Separate regression equations were developed for an initial sample of 22 impulsive and 22 reflective children. It was found that with substantial amounts of variance accounted for, the predicted scores differed by more than one-half a standard deviation in 66 percent of the comparisons, by one or more standard deviations in 44 percent of the comparisons, and by one and one-half standard deviations or more in 22 percent of the comparisons. The findings were interpreted as supporting the proposition that conceptual tempo should be considered when developing equations for predicting the future reading achievement of kindergarten children.
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