The purpose of the study was to investigate the effectiveness of a brief and feasible universal screener for kindergarten readiness for predicting follow-up outcomes in first grade. Participants included kindergarten and first-grade teachers and students from 6 urban elementary schools. Students included slightly more males than females (54%; 46%), the race/ethnicity of the students was predominantly African American (74%) or White (23%), and 36% of students qualified for free or reduced lunch. Data included in this study were collected for children in the fall (October) of their kindergarten year and the Spring (April) of their first-grade year. Kindergarten teachers completed single-item ratings of student readiness as well as full-scale ratings of student behaviors and academic competence. Students also completed a standardized academic achievement test. Main findings from this study include that the single-item screener continued to predict negative academic and social behavior outcomes at a follow-up 18 months later. The percentage of unique variance explained by the readiness items was significant and, in the majority of cases, remained significant even after the baseline variables were entered into the analyses. Children rated poor in their academic readiness were over 9-10 times as likely to have low reading performance at the end of their first-grade year. Furthermore, children rated as poor in their behavior readiness were at over 6 times greater risk for low prosocial and high disruptive behavior teacher ratings in first grade. The screener could be used to screen for children low in readiness in order to provide supports and monitoring for early intervention. Kindergarten entry is a critical time to screen children and support them in developing skills to ameliorate deficits and build essential early academic and social behavior skills. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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幼儿园样本中教师评定的学校就绪项目：一年级的结果。

这项研究的目的是调查一种简单可行的通用筛查仪对幼儿园准备情况的有效性，该筛查仪可以预测一年级的随访结果。参加者包括来自六所城市小学的幼儿园和一年级老师以及学生。学生中男性比女性（54％； 46％）略多，学生的种族/民族主要是非裔美国人（74％）或白人（23％），并且有36％的学生有资格享用免费午餐或减少午餐。本研究中收集的数据是针对幼儿园一年级秋季（十月）和一年级春季（四月）的儿童的。幼儿园老师完成了对学生准备状态的单项评分，以及对学生行为和学术能力的全面评分。学生还完成了标准化的学业成绩测试。这项研究的主要发现包括：单项筛查者在18个月后的随访中继续预测负面的学术和社会行为结果。由准备情况项目解释的唯一方差的百分比是显着的，并且在大多数情况下，即使在将基线变量输入分析之后，该比例仍然保持显着。学习成绩差的孩子在一年级结束时阅读能力低的可能性是其9-10倍以上。此外，一年级中，儿童的行为准备能力低下的儿童，亲社会行为和破坏性行为高的风险是后者的6倍以上。该筛查仪可用于筛查准备不足的儿童，以便为早期干预提供支持和监测。入学幼儿园是筛选孩子并支持他们发展技能以减轻缺陷和建立基本的早期学业和社交行为技能的关键时刻。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。