A Comparison of three short forms of the McCarthy Scales of Children's Abilities

Harrington, Robert G.; Jennings, Valerie

doi:10.1016/0361-476x(86)90001-9

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Ref. [39] supported the use of local cutoff points as well: "in order to differentiate those 'at-risk' children a cutoff may use local norms for the best predictability for future achievement in that school system" (p. 15). Nevertheless, Ref.…”

Section: Discriminative Accuracy-sensitivity-specificity-roc Analysismentioning

confidence: 99%

Screening Young Children at Risk for Reading Failure

Tzivinikou¹

2019

Early Childhood Education

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Reading and reading difficulties are some of the most researched topics in the literature in regard to psychology and education. Additionally, some specific subjects such as prediction and prevention attract research interest as well. These issues are discussed in the present chapter that focused on the screening measures and their characteristics towards significance and effectiveness. More specifically, discrimination accuracy, sensitivity, and specificity as well as validity and reliability were taken into consideration. Some well-known studies were examined revealing a range of methodological issues, which affected the effectiveness of using measures in the extant research. Although the findings were consistent with literature, they continued to be scant and not widely accepted, affected by several limitations regarding the sampling and the experimental design.

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Section: Discriminative Accuracy-sensitivity-specificity-roc Analysismentioning

confidence: 99%

Screening Young Children at Risk for Reading Failure

Tzivinikou¹

2019

Early Childhood Education

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“…The content of the test consists of the cognitive subscales on the McCarthy (Verbal, Perceptual-Performance, Quantitative, and Memory/). Tbis short test of children's cognitive abilities has been shown to have good validitx^ and reliability (Harrington & Jennings, 1986). A general cognitive index was computed by summing the weighted raw scores on the cognitive subscales and then adjusting the scores for age in an equation that estimates the complete form score (see Kaufman, 1977).…”

Section: Observationmentioning

confidence: 99%

Employment and Achievement: Mothers' Work Involvement in Relation to Children's Achievement Behaviors and Mothers' Parenting Behaviors

Goldberg¹,

Greenberger²,

Nagel³

1996

Child Development

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Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle‐class children (M= 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement‐related behaviors.

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Kindergarten screens as tools for the early identification of children at risk for remediation or grade retention

Wenner

1995

Psychol. Schs.

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This study was designed to compare the capability of three kindergarten screening instruments to correctly predict which children would be recommended for referral to remedial programs or for retention. The instruments used were a screen based on Piagetian theory that was specifically designed for the current study, a published general screening test, and a language-specific screen. The subjects were 95 White, middleclass children approximately 60 months of age at the time of testing. The predictor screens were given prior to kindergarten entry, with the follow-up assessment completed 1 I months later as the children neared the end of kindergarten. The teachers who conducted the follow-up testing were blind to the initial results. The Piagetianbased instrument was found to have poor predictive qualities. Both published instruments, the general-purpose kindergarten screen and a language-specific screen, were found to be predictive of teachers' recommendations regarding referral and retention.

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A Comparison of three short forms of the McCarthy Scales of Children's Abilities

Cited by 5 publications

References 13 publications

Screening Young Children at Risk for Reading Failure

Screening Young Children at Risk for Reading Failure

Employment and Achievement: Mothers' Work Involvement in Relation to Children's Achievement Behaviors and Mothers' Parenting Behaviors

Kindergarten screens as tools for the early identification of children at risk for remediation or grade retention

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