Predicting reading and mathematics achievement in fourth-grade children from kindergarten readiness scores.

Abstract

This study examined age and gender differences in verbal skills and visuomotor skills at kindergarten, in achievement in reading and mathematics at Grade 4, and in the link between skills at kindergarten and later achievement (n = 281). Older children had higher verbal skills and visuomotor skills than younger children, and girls had higher visuomotor skills and reading achievement than boys. With controls for age, verbal skills uniquely predicted later reading achievement, whereas both verbal skills and visuomotor skills uniquely predicted later mathematics achievement. Readiness in the specific areas of auditory memory and verbal associations predicted later reading achievement, whereas readiness in the specific areas of auditory memory, number skills, and visual discrimination predicted later mathematics achievement.