title: Kindergarten predictors of first-grade reading achievement: a regular classroom sample.
abstract: Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test--Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
authors.affiliation: Psychology Department, Eastern Illinois University, Charleston 61920.
authors.forename: C E
authors.initials: CE
authors.lastname: McCormick
authors.forename: S B
authors.initials: SB
authors.lastname: Stoner
authors.forename: S
authors.initials: S
authors.lastname: Duncan
mesh_terms: D000124:Achievement; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D011336:Probability; D011581:Psychological Tests / Q000706:statistics & numerical data*; D002666:Psychology, Child; D011932:Reading; D012044:Regression Analysis