Sustained Attention as a Predictor of Low Academic Readiness in a Preschool Popultion

Abstract

This study examined a measure of sustained attention, the Continuous Performance Task (CPT), as an early predictor of low academic readiness. One hundred and sixty kindergarteners were given the CPT, the Peabody Picture Vocabulary Test (PPVT-R), and the Metropolitan Readiness Test (MRT) in the first weeks of school. The readiness criterion was the Emory Teachers Ratings of Academic Development (TRAD), completed at mid-year. All three predictors were correlated significantly with each other and with the TRAD. High, average, and low readiness scores on the predictors significantly predicted TRAD ratings, while combining the data significantly increased forecasting efficiency. In predicting low readiness, only the CPT and MRT proved significant. The MRT was the best predictor, but the CPT was hindered by a ceiling effect and tapped a variable, sustained attention, that the MRT and TRAD do not. It was concluded that the CPT has promise as a useful, objective, and efficient preschool screener.