School readiness as a longitudinal predictor of social-emotional and reading performance across the elementary grades
| Resource Type: | Reports & Papers |
|---|---|
| Author(s): | Quirk, Matthew; Dowdy, Erin; Goldstein, Ariel; Carnazzo, Katherine |
| Date Issued: | September, 2017 |
| Description: | This study is a brief psychometric report examining the Kindergarten Student Entrance Profile (KSEP). Multiple regression models were tested examining associations between kindergarten teachers' ratings of children's social-emotional and cognitive readiness during the first month of kindergarten with academic and social-emotional outcomes almost 6 years later. Significant associations (p < .05) were identified between children's cognitive readiness at kindergarten entry and reading fluency in Grade 5, as well as between children's social-emotional readiness and multiple aspects of their social-emotional well-being in Grade 5. This study provides evidence supporting the long-term predictive validity of KSEP screener ratings and highlights the importance of screening for social-emotional, as well as cognitive, indicators of readiness when children enter kindergarten. Practical implications are discussed. (author abstract) |
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