The Metropolitan Readiness Test as a Descriptor and Predictor of Children's Competence in Kindergarten Through Grade Two

1993 ◽  
Vol 11 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Cynthia H. Clancy ◽  
Robert C. Pianta
Keyword(s):  
Metropolitan Readiness Test

An Investigation of the Dial as a Pre-Kindergarten Screening Instrument

1981 ◽  
Vol 41 (4) ◽  
pp. 1231-1241 ◽  
Author(s):  
John E. Obrzut ◽  
David N. Bolocofsky ◽  
Charles P. Heath ◽  
Marilyn J. Jones
Keyword(s):  
School Success ◽  
Progress Report ◽  
Kindergarten Children ◽  
Kindergarten Screening ◽  
Canonical Correlations ◽  
Screening Programs ◽  
Preschool Screening ◽  
Developmental Indicators ◽  
School Entrance ◽  
Metropolitan Readiness Test

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.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

Curriculum-based assessment: An alternative approach for screening young gifted children in rural areas

1987 ◽  
Vol 8 (4) ◽  
pp. 9-14 ◽  
Author(s):  
Bonnie G. Joyce ◽  
William D. Wolking
Keyword(s):  
School Districts ◽  
Rural Areas ◽  
Standardized Test ◽  
Gifted Students ◽  
Achievement Test ◽  
Gifted Children ◽  
Rural School Districts ◽  
Alternative Approach ◽  
Trained Personnel ◽  
Metropolitan Readiness Test

The present study evaluated the criterion validity of a curriculum-based assessment (CBA) used in the identification of gifted children. Scores on the CBA were compared to scores on standardized test measures (Metropolitan Readiness Test and the Metropolitan Achievement Test) to determine which procedure better identified gifted students. Predictive validity of the two procedures were comparable; however, the practical advantages of the CBA are important considerations for students, teachers, and administrators in rural school districts where funds and trained personnel may be limited.

First-Grade Readiness Predicted by Teachers' Perception of Students' Maturity and Students' Perception of Self

1974 ◽  
Vol 39 (1) ◽  
pp. 395-399 ◽  
Author(s):  
William F. White ◽  
Margaret Simmons
Keyword(s):  
Regression Analysis ◽  
First Graders ◽  
First Grade ◽  
Achievement Tests ◽  
Affective Responses ◽  
Cognitive Achievement ◽  
Self Perceptions ◽  
Perception Of Self ◽  
Metropolitan Readiness Test

To test the hypothesis that affective responses obtained from instruments measuring teachers' perception of students' maturity and students' own self-perceptions are correlated with scores on highly cognitive achievement tests, a step-wise regression analysis was applied to the scores obtained by beginning first graders on the Metropolitan Readiness Test, the Behavioral Maturity Scale, and the I Feel—Me Feel test. Only the teachers' perception of academic maturity as measured by the Behavioral Maturity Scale was a significant predictor ( p < .001).

Stick Copying of Designs by Preschool and Young School-Age Children

1968 ◽  
Vol 27 (3_suppl) ◽  
pp. 1159-1168 ◽  
Author(s):  
James H. Wise
Keyword(s):  
Kindergarten Children ◽  
School Age Children ◽  
School Age ◽  
Socioeconomic Class ◽  
Behavioral Ratings ◽  
Motor Test ◽  
Developmental Age ◽  
Class Background ◽  
Visual Motor ◽  
Metropolitan Readiness Test

An experimental Stick Design Test (SDT) was administered to 339 children ages 3–1 to 7–10 yr. Results indicated that copying ability was primarily a function of developmental age and secondarily a function of socioeconomic class background. Significant Pearson product-moment correlations between Stick Design Test copying performance and Bender-Gestalt Visual Motor Test (.60), Stanford-Binet IQ (–.31), Metropolitan Readiness Test (–.65) and teacher behavioral ratings were found on a sample of 96 kindergarten children. Test-retest ( r = .94) and scorer reliabilities ( rs = .96, .93, .96) were obtained for the experimental SDT.

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