The Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test: Predictive validity in relation to academic school achievement of early grade level boys and girls
Purpose. The purpose of this study was to investigate the validity of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test (PLACE) in predicting academic school achievement in the early school grades; 1, 2, 3, and 4. Procedure. The primary relationship which was important to...
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| Format: | Others |
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Scholarly Commons
1984
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/3041 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4040&context=uop_etds |
| Summary: | Purpose. The purpose of this study was to investigate the validity of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test (PLACE) in predicting academic school achievement in the early school grades; 1, 2, 3, and 4. Procedure. The primary relationship which was important to this study was the relationship between scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement in the early school grades; 1, 2, 3, and 4. This relationship was investigated through a comparison of scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement test scores obtained through the early school grades in the areas of reading, language, and math. The sample population for this study was comprised of 146 early grade pupils who were located throughout nine school districts in two counties in Northern California. Identification information was compiled on each subject who was included in this study. Information regarding name, age, sex, case number, program, location, and grade level were included. Assessment information regarding the subjects' score on PLACE and subsequent early school achievement scores in the areas of reading, language, and math was entered on a computer code sheet according to the pupil's case number. The data gathered on individual subjects facilitated the study of the relationship of each related factor to the primary question being investigated. The effect of age, gender, and preschool program of each subject was explored through statistical analysis using the Pearson Product Moment Coefficient of Correlation procedure. The relationship of early academic school achievement in the areas of reading, language, and math to scores attained on PLACE was explored in detail. Results. The results of this study indicated that a significant positive relationship exists between scores attained on PLACE and subsequent scores attained on early school academic achievement tests in the areas of reading, language, and math. The data collected support the conclusion that scores attained on PLACE predict early academic school achievement in reading, language, and math. The relationship between scores attained on PLACE and early academic achievement in reading, language, and math was significantly positive for 3 year olds, 4 year olds, and 5 year olds. The establishment of these positive relationships indicates that assessment in preschool can successfully predict early academic achievement in grades 1, 2, 3, and 4. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI |
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