ABSTRACT

Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children’s emergent literacy and behavioral self-regulation skills in the fall of kindergarten in relation to decoding skills in the spring of first grade. We also explored whether behavioral self-regulation moderated the effect of emergent literacy on first-grade reading outcomes. Consistent with prior research, results of multilevel regression models revealed that scalable measures of emergent literacy and behavioral self-regulation, assessed via a multidimensional KEA, positively predicted literacy outcomes in first grade, with a stronger association for emergent literacy. Additionally, school-entry behavioral self-regulation moderated the effect of children’s initial emergent literacy skills on first-grade decoding, such that stronger than average behavioral self-regulation partially compensated for weak emergent literacy at school entry. Practice or Policy: Findings underscore the importance of screening young children on both academic and non-academic domains of school readiness and of seeking to understand children’s risk of reading failure from multiple perspectives.

摘要

研究成果：本研究使用来自大规模幼儿园入学评估 (KEA) 的数据来了解在入学时实施的两项州筛查措施如何预测大量首次上幼儿园的儿童（N=5,480）的一年级阅读成绩) 未来阅读失败的高风险。我们研究了幼儿园秋季幼儿的紧急识字和行为自我调节技能与一年级春季解码技能的关系。我们还探讨了行为自我调节是否能调节初生识字对一年级阅读结果的影响。与先前的研究一致，多级回归模型的结果表明，通过多维 KEA 评估的可扩展的新兴识字和行为自我调节措施，积极预测了一年级的识字结果，与新兴识字的联系更强。此外，入学行为自我调节缓和了儿童初始紧急识字技能对一年级解码的影响，因此比平均水平更强的行为自我调节部分补偿了入学时薄弱的紧急识字能力。实践或政策：调查结果强调了在入学准备的学术和非学术领域对幼儿进行筛查的重要性，以及寻求从多个角度了解儿童阅读失败风险的重要性。