Predicting reading and mathematics achievement in fourth-grade children from kindergarten readiness scores.

2001 ◽  
Vol 93 (3) ◽  
pp. 451-455 ◽  
Author(s):  
Lawrence A. Kurdek ◽  
Ronald J. Sinclair
Keyword(s):  
Mathematics Achievement ◽  
Kindergarten Readiness ◽  
Fourth Grade ◽  
And Mathematics ◽  
Reading And Mathematics

Information Matching within and between Auditory and Visual Sense Modalities and Mathematics Achievement

1978 ◽  
Vol 9 (2) ◽  
pp. 126-136
Author(s):  
Daiyo Sawada ◽  
R. F. Jarman
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Reading Performance ◽  
Information Matching ◽  
Visual Matching ◽  
And Mathematics ◽  
Sense Modalities ◽  
Potential Use ◽  
Reading And Mathematics

The ability to integrate information arriving through different sense modalities has been examined closely in regard to reading performance, but research in mathematics learning has largely ignored this ability. In the present study, 180 fourth-grade children stratified according to IQ were administered four tests designed to measure both intramodal and cross-modal auditory and visual matching ability. Performances on these measures were correlated with achievement measures in reading and mathematics. Correlations significant at the 0.01 and 0.05 levels (df=58) were found for both reading and mathematics, but those for mathematics were consistently higher. The variation of the correlations with mathematics achievement over the IQ levels was rather striking, indicating the potential use of sensory matching ability in research on individualization or in ATI experiments.

The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?

2019 ◽  
Vol 57 (5) ◽  
pp. 2021-2058 ◽  
Author(s):  
Helen Patrick ◽  
Panayota Mantzicopoulos ◽  
Brian F. French
Keyword(s):  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Predictive Validity ◽  
Kindergarten Teachers ◽  
Classroom Observations ◽  
Framework For Teaching ◽  
Criterion Referenced ◽  
And Mathematics ◽  
Reading And Mathematics

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.

Prediction of High School Algebra Achievement with Attributional, Motivational, and Achievement Measures

1984 ◽  
Vol 59 (1) ◽  
pp. 120-122 ◽  
Author(s):  
Marcy E. Tepper ◽  
Stephen Powers
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Mathematics Achievement ◽  
Achievement Motivation ◽  
School Achievement ◽  
Hierarchical Multiple Regression ◽  
High School Algebra ◽  
And Mathematics ◽  
Algebra Achievement ◽  
Reading And Mathematics

This study examined whether attributions and achievement-motivation measures were significant predictors of achievement in high school algebra after controlling for variance associated with achievement in reading and mathematics. The attributions of school achievement to effort, ability, context, and luck were the attributional predictors. With the use of hierarchical multiple-regression analysis, achievement motivation was the best predictor of algebra grades after controlling for reading and mathematics achievement. The attribution of success to luck and context also contributed to the prediction of achievement in algebra.

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