scholarly journals Developmental Appropriateness of Kindergarten Programs and Academic Outcomes in First Grade

1993 ◽  
Vol 8 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Diane C. Burts ◽  
Craig H. Hart ◽  
Rosalind Charlesworth ◽  
D. Michele DeWolf ◽  
Jeanette Ray ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
First Grade ◽  
Developmental Appropriateness

Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes

2012 ◽  
Vol 113 (2) ◽  
pp. 276-300 ◽  
Author(s):  
Douglas R. Powell ◽  
Seung-Hee Son ◽  
Nancy File ◽  
John Mark Froiland
Keyword(s):  
Parent Involvement ◽  
Public School ◽  
Academic Outcomes ◽  
First Grade

scholarly journals Trajectories of the expression of negative emotion from kindergarten to first grade: Associations with academic outcomes.

2018 ◽  
Vol 110 (3) ◽  
pp. 324-337 ◽  
Author(s):  
Maciel M. Hernández ◽  
Nancy Eisenberg ◽  
Carlos Valiente ◽  
Marilyn S. Thompson ◽  
Tracy L. Spinrad ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Negative Emotion ◽  
First Grade

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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