Reading Readiness Test Research Articles

Determining the Effect of Modeling Discipline Management Approach on English Language Reading Readiness of Children in Class One at Kericho Rehabilitation School, Kenya

English Language Reading Readiness (ELRR) is preparation of children by giving them the chance to improve the ability to listen, and speak effectively, to apply the desired vocabulary, and develop the appropriate academic readiness skills. English Language Reading Readiness is of great importance in improving equity in access to learning language and education results, particularly for juvenile delinquency. Children in rehabilitation schools have a vital social issue that every Nation tries to contain its control amongst the clear evidence, with the correct nurturing such as psychotherapeutic interventions is not provided to the young offenders, they may eventually graduate to hardcore criminals. Modelling or modeling is a method used in certain techniques of psychotherapy whereby the client learns by imitation alone, without any specific verbal direction by the therapist and a general process in which persons serve as models for others, exhibiting the behaviour to be imitated by the others. This process is most commonly discussed with respect to children in developmental psychology. The objective of the study was to determine the effect of modeling discipline management method on English Language Reading Readiness of children in class one at Kericho Rehabilitation School. The study also utilized the hypothesis which stated that there is no significant difference between the mean score of the group of children taught without using the modeling discipline management method and the mean score of the group taught using the modeling discipline management method in English Language Reading Readiness of children in class one at Kericho Rehabilitation School. However, little research has been done on the effect of modeling discipline management method on English Language reading readiness in rehabilitation schools setting. The study adopted a case study research design that utilized a quasi-experimental design. The target population included 1 Head teacher, 3 teachers and 25 learners in class 1 at the Kericho Rehabilitation School. Data collection was done using a combination of an English Language Reading Readiness Test, a questionnaire, document analysis and observation. The data was analyzed both descriptively and inferentially. The findings revealed that the null hypothesis was rejected and adopt the alternative hypothesis. The results show and it is recommended that the children’s performance in English Language Reading Readiness can be improved when the teachers use modeling discipline management method in rehabilitation schools. Keywords: Kenya, Kericho Rehabilitation School, Modeling, Discipline, Management, Case study DOI : 10.7176/JEP/10-25-07 Publication date :September 30 th 2019

Developing Reading Readiness Test for Preschool Children: Study of the Preliminary Version's Psychometric Properties

Developing Reading Readiness Test for Preschool Children: Study of the Preliminary Version's Psychometric Properties

リーディング・レディネス・テスト

リーディング・レディネス・テスト

Blood Lead and Reading Readiness

Investigators at the University of Maryland School of Nursing, Johns Hopkins School of Public Health, and Department of Health, Providence, Rhode Island, evaluated the relationship between reading readiness test scores for children attending public kindergarten in Providence, RI, and state health department records of blood lead levels (BLLs).

Elevated Blood Lead Levels and Reading Readiness at the Start of Kindergarten

To evaluate the relationship between blood lead levels (BLLs) and reading readiness at kindergarten entry, an early marker of school performance, in a diverse urban school population. Kindergarten reading readiness test scores for children attending public kindergarten in Providence, Rhode Island, were linked to state health department records of blood lead testing by using individual identifiers. The study population (N = 3406) was 59% Hispanic. For each child, the geometric mean BLL was estimated by using all previously reported BLLs. Analyses were adjusted for gender, age, year enrolled, race, child language, and free/reduced lunch status as a measure of socioeconomic status. The median geometric mean BLL was 4.2 µg/dL; 20% of children had at least 1 venous BLL ≥10 µg/dL. Compared with children with BLLs <5 µg/dL, the adjusted prevalence ratios (95% confidence interval [CI]) for failing to achieve the national benchmark for reading readiness were 1.21 (1.19 to 1.23) and 1.56 (1.51 to 1.60) for children with BLLs of 5 to 9 and ≥10 µg/dL, respectively. On average, reading readiness scores decreased by 4.5 (95% CI: -2.9 to -6.2) and 10.0 (95% CI: -7.0 to -13.3) points for children with BLLs of 5 to 9 and ≥10 µg/dL, respectively, compared with BLLs <5 µg/dL. BLLs well below 10 µg/dL were associated with lower reading readiness at kindergarten entry. The high prevalence of elevated BLLs warrants additional investigation in other high-risk US populations. Results suggest benefits from additional collaboration between public health, public education, and community data providers.

Reading readiness amongst preschool children in Pekanbaru Riau

Reading readiness is an important component of formal schooling. Preschool graduates need to compete with other children in Year One of elementary school. The aim of this study was to examine the reading readiness skills among kindergarten children in Pekan Baru, Riau. Aspects of reading readiness examined were (a) vocabulary, (b) auditory, (c) visual discrimination, and (d) mechanical reading. Reading readiness achievement was examined according to the gender, type of kindergarten and parents’ educational background. The sample included 450 preschoolers obtained through stratified random sampling. The instrument used to collect data was Reading Readiness Test (RRT). The data was analyzed using ANOVA and T-test. The findings revealed that there was no significant difference in reading readiness according to gender but there were significant differences according to type of kindergarten and parents’ educational background. The reading readiness tests results showed children's high abilities on most of test components. The major implication of the study is to implement effective strategies to enhance reading through parent education and teachers’ professional development.

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

This article provides an integrative review of key aspects of emergent literacy and specific home activities that empirical research has shown to support their development. Given the importance of word recognition in development, home contributions to word recognition as well as to four areas of emergent literacy that contribute to word recognition are highlighted. These include phonological awareness, letter knowledge, print concepts, and vocabulary. Particular attention is devoted to the activity of shared book to outline its different facets, changing nature, and potential impact on emergent literacy and word recognition skill. About a half a century ago—a phrase that conveys just how much our conception has changed— children were given reading readiness tests at school entrance to assess whether they were ready for the new initiative of learning to read. About 20 years ago, in concert with views of child development as a constructivist process, this conception began to change toward an understanding of learning to read as a process that starts much earlier in life and that is based upon a variety of foundational skills acquired before children enter formal schooling. The term emergent literacy, launched by Teale and Sulzby (1986) in their edited volume, and brought to life in Clay's (1993) observational studies of young children, was introduced to refer to this conception. More recently, it has come to refer to the skills and reading-like behaviours that are developmental precursors to their conventional and more ad- vanced counterparts. The view that the home environment in which children grow plays a substantial role in their literacy development is nicely illustrated by a large-scale study of twins completed by Petrill, Deater-Deckard, Schatschneider, and Davis (2005). Here, family environment characteristics were associated with children's read- ing outcome beyond what could be explained by genes shared by parents and children. The purpose of this review article is to detail key activities of the home environment provided by parents to young children that are predictive of development in general and, more specifically, of aspects of emergent literacy skills contributing to word recognition skill—phonological ability, alphabetic knowledge, concepts of print, and vocabulary. Given the salience of shared book as a home activity, a separate section is devoted to its different facets, changing nature, and potential effects. To provide a background for why these specific topics have been selected, a brief outline follows directly below of what is meant by emergent literacy and of the transition from emergent literacy to conventional word recognition.

Behavior, Reading Skill at Age 6 Linked to Later Trauma Risk

Behavior, Reading Skill at Age 6 Linked to Later Trauma Risk

How Reading Research Can Inform Mathematics Difficulties

ersten, Jordan, and Flojo's (inthis issue) article is importantkand provocative in severalways. First, they have done an excel-lent job in discussing some of the char-acteristics of young children withmathematics difficulties (MD). Second,they have presented some practicalimplications of their findings. Morespecifically, they have identified somepromising measures for the early iden-tification of children at risk for MD, aswell as instructional strategies thatshow potential as approaches for inter-vention. These are important contribu-tions, and they point the field inpromising directions for both under-standing and meeting the needs ofchildren with MD. However, they ac-knowledge that the study of MD is inits infancy, whereas reading researchhas matured and shown tremendousprogress in the last 25 years. In thiscommentary, I will discuss how the as-sumptions, models, and methodolo-gies developed by reading researcherscan guide MD research. By heedinglessons learned from the field of read-ing disabilities (RD), investigators canavoid many of the challenges thatreading researchers had to overcome.Gersten et al. (in this issue) haveoutlined the wide array of deficitsshown by children with MD. This in-cludes low mastery of and fluency inthe retrieval of arithmetic combina-tions, slow digit naming speeds, ineffi-cient and immature counting strate-gies, low number sense, and impairednonverbal working memory. Readingresearchers were also faced with abroad range of tasks that differentiatedchildren with RD. For example, chil-dren with RD showed impaired per-formance on tasks that assessed phono-logical processing, vocabulary, syntacticprocessing, and verbal working mem-ory. However, reading researchers tookthe important step of distinguishingbetween those factors that play acausal role in reading failure and thosethat are consequences of these fac-tors. There is considerable consensusthat the causal deficit in RD is im-paired phonological processing, whichis most evident as impaired phonolog-ical awareness-the ability to identifyand manipulate phonemes (Adams,1990; Cunningham & Stanovich, 1997;Stanovich & Siegel, 1994). Deficits inphonological awareness directly inter-fere with the acquisition and masteryof the spelling-sound correspondencesthat underlie fluent reading (Goswami& Bryant, 1990; Tunmer & Hoover,1992). However, because children withRD tend to avoid reading, their expo-sure to print is limited. This providesthem with fewer opportunities to ac-quire the breadth of vocabulary andsyntactic structures that skilled readersacquire (Stanovich, 1986). In short,deficits in phonological awareness havea direct relationship with decodingability and an indirect relationship withother correlates of RD.By exploiting the variables thatplay a direct causal role in reading fail-ure, researchers have been able to de-velop reading readiness tests that havepredictive validities in the range of.6 to .7, and an array of interventionsthat prevent reading difficulties beforethe onset of formal reading instruction,thereby avoiding the cognitive and lin-guistic consequences associated withreading failure. The field of MD willmake similar progress once investiga-tors can distinguish between thosevariables that cause MD and thosethat are consequences of MD. Becausemathematics is a broad domain withmany subdisciplines, more than onevariable may play a causal role in MD.However, it may be possible to identifyone that is relevant to the developmentof arithmetic skills.The task for the field of MD istherefore to identify a core deficit ordeficits. Furthermore, this deficit mustsatisfy the assumption of specificity(Stanovich, 1993; Stanovich & Siegel,1994). This is the assumption that chil-dren with learning disabilities have acognitive deficit that involves a domain-specific process, rather than a domain-general one, such as processingspeed, general auditory processing, orautomaticity. The concept of learningdisabilities requires that the deficitsnot extend too far into other domainsof cognitive abilities. Otherwise, thedeficits would depress cognitive func-tioning in all domains, and not just,say, reading or mathematics. In short,if the cause of MD fails to satisfy the as-sumption of specificity, significant dif-ficulties in mathematics would befound only in individuals with low in-telligence, which research suggests isnot the case (Siegel, 1988; Stanovich,1999). The underlying deficit of MDmust therefore be assumed to be a

An ecological study of caries experience, school performance and material deprivation in 5-year-old state primary school children.

To investigate whether measures of school performance and socioeconomic circumstances could be used as indicators of caries experience in 5-year-old Wandsworth state primary schoolchildren. An ecological study using aggregated caries data collected in the British Association for the Study of Community Dentistry (BASCD) Oral Health Survey of 5-year-old children (2001), Jarman scores generated from national census data and matched by school postcodes (1991), school performance results in English, mathematics and Linguistic Awareness of Reading Readiness test (LARR; literacy) and free school meals recipient data from the Local Education Authority, Research and Evaluation Unit (2001). State primary schools in the London borough of Wandsworth, UK. All 55 Wandsworth state primary schools including 1968 5-year-old pupils. The school mean dmft score. Simple linear regression analysis demonstrated that school mean dmft was statistically significantly associated with all five explanatory variables: English (P = 0.001), mathematics (P = 0.002), LARR (P < 0.001), the percentage of children receiving free school meals (P < 0.001) and the school address Jarman score (P = 0.02). Stepwise multiple linear regression identified the LARR score and the percentage of children receiving free school meals as the strongest indicators of school mean dmft score explaining 41% of the variation in school mean dmft score. Early school performance results in English, mathematics and LARR, the percentage of children receiving free school meals and school address Jarman scores were good indicators of school mean dmft scores in 5-year-old children in the Wandsworth state primary schools.

Criterion-Related Validity of Interpretations of Children's Performance on Emergent Literacy Tasks

Researchers in emergent literacy have described an array of reading and writing behaviors and concepts exhibited by children prior to entry into formal instruction in school. Although these descriptions suggest that children's early literacy behaviors are legitimate aspects of literacy development which ultimately develop into conventional reading and writing, the validity of these assumptions has not been examined. The present paper reports the findings from two studies in which the emergent literacy behaviors of 5-year-olds were described and correlated with scores on a standardized reading readiness test in kindergarten and scores on a reading achievement test in third grade. In Study 1, 39 children from two kindergarten classrooms from one school district were presented with four emergent literacy tasks and the Metropolitan Readiness Test. In Study 2, the Iowa Tests of Basic Skills was administered to 34 children from Study 1. Results showed a wide range of behaviors across emergent literacy tasks in Study 1. Further, significant correlations were found between all four emergent literacy tasks and the readiness test in kindergarten, as well as between all five measures of early literacy development in kindergarten and literacy achievement in third grade. These findings present two forms of criterion-related evidence to support the validity of literacy-related interpretations arising from these emergent literacy tasks.

THE CONCURRENT VALIDITY OF FOUR TESTS OF METALINGUISTIC AWARENESS

Abstract The Concepts About Print, the Written Language Awareness Test, the Test of Early Reading Ability, and the Linguistic Awareness in Reading Readiness Test were given to 30 kindergarten girls and 30 kindergarten boys in a counterbalanced design. Although gender classification was significantly predictable by a composite of the total scores of these four tests, a gender difference in average performance was notable only for the CAP. Intercorrelations of the total and subtest scores indicated that these four tests of metalinguistic awareness exhibit generally low concurrent validity

Background factors and preschool test scores as predictors of reading: a nine-year longitudinal study

Approximately 400 children were first tested at 4, and background factors were ascertained at that time. Further testing included a kindergarten reading readiness test and reading tests at grades 3 and 8. The best preschool predictors of reading were naming tests for boys, and general verbal ability for girls. At the kindergarten level a quantitative test surpassed tests of phonemic awareness and language in predicting reading, for both boys and girls. Family history of learning disability and preschool test behavior contributed to prediction of reading. Effects of birth order were strongest at the preschool level, and handedness had its only effects at that level. Relationships of some factors to reading differed by gender. Socioeconomic status had significant effects only for boys, and a speech delay only for girls. Conclusions were that some background factors may contribute to the preschool prediction of reading, and particularly to the prospective identification of poor readers.

Effects of Reading Group Assignment on Reading Development in First and Second Grade

Placement in a reading group determines: (a) the materials a child sees during reading instruction, (b) the pace at which a child proceeds through reading materials, and (c) the peers a child interacts with during reading instruction. The current study examined these effects of reading group placement upon the individual's growth in reading during first and second grade. The study also examined how children were initially placed in reading groups. A secondary analysis of data collected by Juel, Griffith, and Gough (1986) and Juel (1988) was performed. Initial first-grade placements were found to be primarily based on standardized reading readiness tests. Children rarely changed groups. The correlations between place in basal series at the end of first grade and place in series at both the beginning and end of second grade were .77. Children with low incoming readiness test scores developed better decoding skills when placed in a basal series with fewer unique words. Initial aptitude, growth during first grade in decoding skills, and a high success rate in learning basal words influenced first grade reading achievement considerably more than sheer basal coverage or certain peer group characteristics. Only after basic reading skill was acquired did group placement begin to adversely affect reading development—if it constrained exposure to text in second grade.

Validation of a School Readiness Battery for a Referred Sample of Israeli Elementary School Students

A School Readiness Test Battery, comprising the Information and Similarities subtests of the Wechsler Preschool and Primary Scales of Intelligence, selected elements of the Gesell Reading Readiness Test, and the Minkowich Test of Arithmetic Readiness was used to screen a sample of referred candidates for entry into first grade of an Israeli elementary school. The candidates were retested at the end of first grade on a battery of tests of reading and arithmetic skills and achievement. An analysis of intercorrelations among readiness and achievement as well as multiple linear regression analysis indicated that, when a minibattery of the Gesell and Minkowich readiness tests was administered to a referred sample of 77 kindergarten children, superior prediction of school readiness at first grade was obtained.

Early Letter Recognition, Letter Naming, and Reading Skills in a Signing and Speaking Child

This study consists of a longitudinal investigation of a young child’s acquisition of language and language-related skills in two modalities. The child, the hearing daughter of a deaf father and hearing mother, showed accelerated language development in both sign and speech. Moreover, she learned how to form the letters of the manual alphabet and to recognize and name alphabetic characters at a very young age. By her second birthday this child demonstrated the ability to identify all the letters of the alphabet in both upper and lower case form, as well as to print several letters unassisted. A few months later she was able to spell and recognize a number of words. Administration of several reading readiness tests at this time revealed quite advanced development for her age.

Validation and Use of a School Readiness Battery in an Israeli Elementary School Integration Program

A School Readiness Test Battery comprising the Information and Similarities subtests of Wechsler's preschool scale, selected elements of the Gesell Reading Readiness Test and the Minkowich Test of Arithmetic Readiness was used to screen candidates of low socioeconomic status for entry into a first-grade integration program in an Israeli elementary school. The candidates were retested at the end of first grade on a battery of tests of reading and arithmetic skills and achievement. An analysis of intercorrelations among readiness and achievement measures indicates that, the Gesell and Minkowich readiness tests administered to kindergarten children lead to superior prediction of school readiness at first grade.

Assessing phonological awareness in kindergarten children: Issues of task comparability

Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in the tasks varied widely. The children's performance on three tasks that involved a rhyming response was at ceiling, and these tasks did not correlate with subsequent reading progress. The other seven measures were all moderately related to later reading ability and, employed in sets, were very strong predictors. The relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test. The phonological tasks had a large amount of common variance. Factor analysis revealed only one factor on which all the nonrhyming phonological tasks loaded highly. The results bolster the construct validity of phonological awareness, indicate considerable comparability and interchangeability among the tasks used to measure the construct, and are encouraging as regards the possible use of such tasks in predictive test batteries.

The McCarthy scales of children's abilities as a predictor of reading readiness and reading achievement

The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty-three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual-Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilities.

The Predictive Validity of the Kindergarten Teacher Rating Scale

This study assessed the predictive validity and classification accuracy of the Kindergarten Teacher Rating Scale (KTRS). The KTRS was a significant predictor of first grade reading achievement for three school districts. The KTRS also explained a significantly greater proportion of the variance in first grade reading scores than did the reading readiness tests used in the districts studied. Finally the percentages of correct classification for the KTRS were greater than the percentages of correct classification for the reading readiness tests.