The J-K Screening Readiness Test as a Measure of First Grade Learning Difficulties: A Cross-Validation Study

1976 ◽  
Vol 42 (3) ◽  
pp. 803-809
Author(s):  
Frank C. Seitz ◽  
M. Paul Willis ◽  
Rosalie C. Johnson
Keyword(s):  
Motor Coordination ◽  
Rating Scale ◽  
First Graders ◽  
Learning Difficulties ◽  
Spatial Relations ◽  
First Grade ◽  
Auditory Comprehension ◽  
Color Recognition ◽  
Five Factors ◽  
Visual Motor

The Johnson-Kenney (J-K) Screening Readiness Test was cross-validated on a sample of 52 beginning first grade students. The 10 J-K subtests accounted for 31% of the variance in teachers' year-end ratings of these students on the Myklebust Pupil Rating Scale. Alternatively, five composite J-K factor predictors, based on factor score coefficients from the data of the original sample, accounted for 63% of the variance in this present study's teacher ratings, with all five factors (Spatial Relations, Counting/Auditory Comprehension, Visual-Motor Coordination, Perceiving Relationships, and Color Recognition) contributing significantly to the prediction. This factor analysis also provided evidence for the validity of a multidimensional construct, “first grade readiness.” The present instrument might be improved quantitatively by eliminating some subtests and increasing the number of items in the remaining subtests. However, caution should be exercised in eliminating valuable qualitative behavioral data contained in the quantitatively less predictive subtests. The J-K test does appear to be of practical value in forecasting certain learning difficulties in first graders.

Birth Order and Perceptual Motor Performance

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1076-1078 ◽  
Author(s):  
John E. Bassett ◽  
Edward B. Blanchard ◽  
William F. Gayton ◽  
Kenneth L. Ozmon
Keyword(s):  
Birth Order ◽  
Motor Coordination ◽  
First Graders ◽  
Perceptual Performance ◽  
Developmental Test ◽  
Perceptual Motor Performance ◽  
Visual Motor ◽  
The Relationship ◽  
Secondary Finding ◽  
Better Than

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, and Written Language Ability

1994 ◽  
Vol 78 (3) ◽  
pp. 819-823 ◽  
Author(s):  
Donald J. Goldstein ◽  
Thomas W., Britt
Keyword(s):  
Test Score ◽  
Motor Coordination ◽  
Learning Difficulties ◽  
Written Language ◽  
Language Ability ◽  
Regression Analyses ◽  
Visual Motor Coordination ◽  
Visual Motor ◽  
Achievement Test Score ◽  
The Relationship

Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score variance when IQs were included in the equations.

scholarly journals Cognitive functioning of educationaly deprived pre-school children

Psihologija ◽  
2006 ◽  
Vol 39 (2) ◽  
pp. 183-206 ◽  
Author(s):  
Miklos Biro ◽  
Zdenka Novovic ◽  
Snezana Tovilovic
Keyword(s):  
Cognitive Functioning ◽  
School Children ◽  
Motor Coordination ◽  
First Grade ◽  
Educational Background ◽  
Linguistic Competence ◽  
Control Group ◽  
Visual Motor ◽  
The Difference ◽  
Competence Test

The research has included 96 Roma elementary-school pupils from the first grade, 7 years and 6 months old on average, and 78 pre-school children, (6 years and 1 month old on average), out of which number there were 37 Roma pupils and 41 non-Roma pupils. The cognitive functioning has been tested with a battery consisted of 5 tests, which was based on the (adapted) Wechsler?s scales and the linguistic competence test. The results have shown a significant lagging of Roma children behind the control group and test norms. The Analyses of Covariance have pointed to a significant influence of the father?s educational background on the test score, but the difference between groups remained notable even when that variable was kept under control. However, the Item Analyses revealed a number of items that turned out to be evidently "unfair" toward Roma children, and their elimination contributed to the annulling of differences among groups in the Analyses of Covariance for a particular number of tests. The data has been interpreted by the authors as a proof of necessity and possibility to adapt tests for the needs of testing the educationally neglected children. The fact that the greatest differences have been noticed in the tests saturated with the factors of visual-motor coordination and memory has been justified by the authors with the Roma children?s lack of experience of manipulation with toys and possible attention deficit as a consequence of absence of stimulative environment.

scholarly journals Metacognitive Rating Scale: A Study Applying a Korean Translation to Individuals with Schizophrenia

2021 ◽  
Vol 18 (13) ◽  
pp. 6853
Author(s):  
Mihwa Han ◽  
Kyunghee Lee ◽  
Mijung Kim ◽  
Youngjin Heo ◽  
Hyunseok Choi
Keyword(s):  
Principal Component Analysis ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Mental Status ◽  
Rating Scale ◽  
Anger Expression ◽  
Principal Component ◽  
Negative Beliefs ◽  
Five Factors ◽  
Metacognitive Beliefs

Metacognition is a higher-level cognition of identifying one’s own mental status, beliefs, and intentions. This research comprised a survey of 184 people with schizophrenia to verify the reliability of the metacognitive rating scale (MCRS) with the revised and supplemented metacognitions questionnaire (MCQ) to measure the dysfunctional metacognitive beliefs of people with schizophrenia by adding the concepts of anger and anxiety. This study analyzed the data using principal component analysis and the varimax method for exploratory factor analysis. To examine the reliability of the extracted factors, Cronbach’s α was used. According to the results, reliability was ensured for five factors: positive beliefs about worry, negative beliefs about uncontrollability and danger of worry, cognitive confidence, need for control, and cognitive self-consciousness. The negative beliefs about uncontrollability and danger of worry and the need for control on anger expression, which were both added in this research, exhibited the highest correlation (r = 0.727). The results suggest that the MCRS is a reliable tool to measure the metacognition of people with schizophrenia.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Testing the visual-motor coordination and reaction speed in children aged between 10–14 years old

2021 ◽  
Vol 15 (2) ◽  
pp. 110-121
Author(s):  
Dan Alexandru SZABO ◽  
◽  
Andreea Roxana UJICĂ ◽  
Ovidiu URSU ◽  
◽  
...  
Keyword(s):  
Rural Areas ◽  
Motor Coordination ◽  
Theoretical Foundation ◽  
Dominant Hand ◽  
Test Results ◽  
Point Of Interest ◽  
Hand Eye Coordination ◽  
Group Information ◽  
Visual Motor ◽  
Reaction Speed

The present study aimed to debate a topic less addressed by most people, which involved research on a group of 20 students from rural areas, aged 10–14 years, which consists of performing two tests, namely the Ruler drop test and the Hand-eye coordination test, which aims at the reaction speed of the dominant and non-dominant hand and also the hand-eye coordination capacity of the subjects. The paper aimed to identify whether somatic factors and age influence the results of the group. In order to perform the two tests, it was necessary, for the beginning, information related to the study group, information on weight, age, height, dominant hand, respectively dominant eye. These represented the point of interest of the research, being reported individually to the test results, thus constituting the study basis of statistics. After obtaining the results, we concluded that a significant significance is encountered when comparing the dominant hand with the non-dominant one, obtaining a positive value for the dominant hand. At the same time, we interpreted after the research that females tend to have a much faster reaction speed, more significant than the males when it comes to using the non-dominant hand. The hypothesis was confirmed, with differences in somatic factors’ influence, but the others do not show significant values except those stated above. In addition to the practical part, the research involves an interesting theoretical foundation being reached aspects related to proprioception, coordination, speed, ways of using tests, and the opinion of other researchers who have conducted similar studies.

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