Predictive validity of the K-ABC for exceptional preschoolers

Williams, Janis; Voelker, Sylvia; Ricciardi, Philip W.

doi:10.1002/1520-6807(199507)32:3<178::aid-pits2310320304>3.0.co;2-u

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…Language skills at school entry were also found to be a protective factor moderating the association between social risk and school achievement (Burchinal, Roberts, Zeisel, Hennon, & Hooper, 2006). However, the relation between language and SR remains to be clarified because language has often been considered not only as a predictor of school achievement (see, e.g., Agostin & Bain, 1997; Snow et al., 2001), but also as a SR measure in itself (Dunn & Dunn, 1981; Majsterek & Ellenwood, 1995; Mantzicopoulos, 1999; Williams, Voelker, & Ricciardi, 1995). Given the documented sequence of predictive associations between home environment quality, early language skills, and early school achievement, there is ground to hypothesize that early language skills mediate the association between home environment and SR.…”

Section: Language As a Mediator Between Home Environment Influence Anmentioning

confidence: 99%

Early Child Language Mediates the Relation Between Home Environment and School Readiness

et al. 2009

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Home environment quality is a well-known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.School readiness (SR) is a multidimensional construct that includes behavioral, emotional, cognitive, and knowledge components that make the child ''ready to learn'' at school entry (Blair, 2002;Chew, 1981). As SR assessments are quite heterogeneous in content, their predictive validity regarding future school achievement tends to vary greatly (for a review, see LaParo & Pianta, 2000). Some have argued that fluid cognitive skills, such as executive functions and memory, are better predictors of future school achievement (Blair, 2006). However, more crystallized preacademic knowledge components typically assessed in SR batteries, such as number, letter, and color knowledge, have been shown to predict early school achievement over and above general cognitive ability Hess, Holloway, Dickson, & Price, 1984;Lemelin et al., 2007). Children who lack the underlying basic knowledge of the early curriculum may experience difficulties in keeping up. Moreover, preacademic knowledge likely reflects both the underlying fluid cognitive skills needed for early learning, as well as the exposure to basic knowledge (Blair, 2006). Therefore, focusing on preacademic knowledge is a valid way of assessing SR.It is generally assumed that SR can be traced back to prior influences in the home environment (Hess et al., 1984;Melhuish et al., 2008; NICHD Early Child Care Research Network, 2000). Indeed, many characteristics of the home environment, including attachment security and continuing sensitive care, verbal stimulation, access to educational material in the home, and specific parental practices such as reading with the child, have been linked to SR (Belsky & Fearon, 2002;Bradley & Caldwell, 1984;Britto, Brooks-Gunn, & Griffin, 2006;Connell & Prinz, 2002;McLoyd, 1998;Reese, Cox, Harte, & McAnally, 2003;Stipek & Ryan, 1997). In addition, the gains in SR by children of head start were shown to be greater when parents were more involved in the program (Parker, Boak, Griffin, Ripple, & Peay, We are grateful to the parents and the twins participating in the Quebec Newborn Twin Study. We also thank Hélène Paradis and Bei Feng for their assistance in data management and preparation, and Jocelyn Malo for coordinating the data collection. This rese...

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Section: Language As a Mediator Between Home Environment Influence Anmentioning

confidence: 99%

Early Child Language Mediates the Relation Between Home Environment and School Readiness

et al. 2009

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“…Valencia also conducted investigations of the predictive validity of the K-ABC using samples of Mexican-American and Anglo children. An investigation that spanned approximately 5 years was conducted by Williams, Voelker, and Ricciardi (1995). A correlation of .66 was obtained for the MPC and .82 for the Achievement scale.…”

mentioning

confidence: 99%

“…However, data for the two racial groups were not compared. An investigation that spanned approximately 5 years was conducted by Williams, Voelker, and Ricciardi (1995). Their sample consisted of 39 preschoolers, including children with language impairments and behavior control deficits as well as those with no apparent problems.…”

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confidence: 99%

A Longitudinal Predictive Validity Investigation of the Sb:Fe and K-Abc With At-Risk Children

Lamp

Krohn

2001

Journal of Psychoeducational Assessment

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The predictive validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) and Kaufman Assessment Battery for Children (K-ABC) was investigated by testing a sample of African-American and White children from impoverished families over an 8-year period. The cognitive tests were administered at ages 4, 6, and 9, and the Metropolitan Achievement Test was administered each year from kindergarten through sixth grade. Predictive validity coefficients for both tests were moderately strong and quite consistent over time. The correlations between the cognitive and achievement measures were adequate for the youngest group of children and improved when the predictors were administered at later ages. The K-ABC Achievement scale was found to be the best predictor of academic achievement, particularly for the school-aged children. Each test predicted academic performance of both African-American and White children equally well.

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Differences in the Performance of Children With Specific Language Impairment and Their Typically Developing Peers on Nonverbal Cognitive Tests: A Meta-Analysis

Gallinat

Spaulding

2014

J Speech Lang Hear Res

104

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Predictive validity of the K-ABC for exceptional preschoolers

Cited by 3 publications

References 17 publications

Early Child Language Mediates the Relation Between Home Environment and School Readiness

Early Child Language Mediates the Relation Between Home Environment and School Readiness

A Longitudinal Predictive Validity Investigation of the Sb:Fe and K-Abc With At-Risk Children

Differences in the Performance of Children With Specific Language Impairment and Their Typically Developing Peers on Nonverbal Cognitive Tests: A Meta-Analysis

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