Preschool Screening: To Refer or Not? That Is the Question (Or Is It?)

This study investigated the validity of the Developmental Indicators for the Assessment of Learning (DIAL) for the prediction of school success. Fifty-three kindergarten children ranging in age from 55 months to 71 months were pre-screened with the DIAL five months prior to school entrance and then administered the Slosson Intelligence Test (SIT), Metropolitan Readiness Test (MRT), and a Progress Report form during the end of the academic year. Canonical correlations and stepwise multiple linear regression analyses indicated that the DIAL Communications subtest was the most valid single predictor of school success as determined by the composite MRT. The DIAL Concepts subtest was the only significant predictor of Progress Report composite score. Implications of these results are discussed in terms of preschool screening programs and the use of the DIAL.

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Preschool Screening Measure

PsycTESTS Dataset ◽

10.1037/t31383-000 ◽

2014 ◽

Author(s):

Celia Hsiao ◽

Linda M. Richter

Keyword(s):

Screening Measure ◽

Preschool Screening

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Intercorrelations among Three Preschool Screening Instruments

The Occupational Therapy Journal of Research ◽

10.1177/153944928300300307 ◽

1983 ◽

Vol 3 (3) ◽

pp. 180-182

Author(s):

Margaret A. Short ◽

George N. Fincher

Keyword(s):

Screening Instruments ◽

Preschool Screening

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Relationships between Scores on the Dial—R Concepts Scale and SRA Scores

Psychological Reports ◽

10.2466/pr0.1992.70.1.271 ◽

1992 ◽

Vol 70 (1) ◽

pp. 271-274 ◽

Cited By ~ 2

Author(s):

Terri Schellinger ◽

Joe Beer ◽

John Beer

Keyword(s):

School Districts ◽

Sex Difference ◽

Comprehensive Assessment ◽

North Central ◽

Preschool Screening ◽

Assessment Of Learning ◽

Developmental Indicators ◽

Assessment Plans ◽

Composite Scores

42 children, brought for preschool screening from rural north central Kansas school districts, were administered the concepts area of the Developmental Indicators for the Assessment of Learning—Revised, and after the children had started school, the SRA scores were collected from their files. The 20 boys were absent more often than the 22 girls during Kindergarten. There was no sex difference on the concepts area of the DIAL—R. In Grade 1 girls had higher SRA Composite scores. The scores on the DIAL—R concepts area correlated (.36 to .68) with Kindergarten SRA scores and Grade 1 SRA scores, in part, because the DIAL—R concepts area covers the material presented and learned in Kindergarten and screens for material presented in Grade 1. Screening devices may be a useful first step in developing comprehensive assessment plans for children.

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