Paired Associate Learning, Social Status and Tests of Logical Concrete Behavior as Univariate and Multivariate Predictors of First Grade Reading Achievement

Abstract

Teacher ratings of school accomplishment and teacher's subjective assessment of developmental level are two sources of information which are used commonly as a basis for grouping children in the first grade for reading instruction. In addition to these kinds of information, the school uses a variety of readiness assessments composed of items measuring language development, number concept, visual motor skills and figure matching to provide objective information to supplement the subjective data provided by teacher observation and ratings. While these contemporary methods of assessing children's ability for reading may identify efficiently those children whose developmental level has reached the stage necessary for beginning reading, they tell little about the child who will experience difficulty except that he will probably fail.