School readiness: Studies of assessment procedures and comparison of three types of programming for immature 5-year-olds

Kulberg, Janet M.; Gershman, Elaine S.

doi:10.1002/1520-6807(197310)10:4<410::aid-pits2310100406>3.0.co;2-u

Psychol. Schs.

1973

DOI: 10.1002/1520-6807(197310)10:4<410::aid-pits2310100406>3.0.co;2-u

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School readiness: Studies of assessment procedures and comparison of three types of programming for immature 5-year-olds

Janet M. Kulberg¹,

Elaine S. Gershman²

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1978

1988

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Cited by 6 publications

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References 20 publications

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“…Given these expectations and their consequences for children iind schools, one would hope that both the usefulness and validity of these instruments have been firmly established. However, although the placement decisions based on the test results have been the subject of both scholarly debate and some research (see Beckmann & Reinert, 1985;Carstens, 1985;DePasquale, Moule, & Flewelling, 1980;Donofrio, 1977;Gredler, 1978;Kulberg & Gershman, 1973;Leinhardt, 1980;May & Welch, 1984a,b), very few research studies on the Gesell developmental tests have been published.…”

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Gesell's developmental testing: What purpose does it serve?

Bear

Modlin²

1987

Psychol. Schs.

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This study examined the usefulness of the Gesell Preschool Test (GPT), a developmental readiness test used by teachers and school psychologists to determine a child's readiness to begin formal instruction. Results of a discriminant analysis revealed that, after the effects of math and reading achievement had been accounted for, the GPT failed to contribute to the discrimination of 30 retained and 58 promoted kindergartners. Problems with the assessment and classification of immature children based on Gesell's developmental readiness concept are discussed.

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confidence: 99%

Gesell's developmental testing: What purpose does it serve?

Bear

Modlin²

1987

Psychol. Schs.

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Kindergarten entrance assessment: Is it worth the effort?

Wendt

1978

Psychol. Schs.

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School psychologists frequently are involved in assessment programs for children entering kindergarten. A comparison is made between screening and assessment related to norm-based and criterion-referenced assessment. Normbased testing can be either categorical or dejcit-ceatered, while the criterion approaches tend to be academic or cognitive-developmental. In order to make appro riate decisions, we need to know the problems and outcomes related to eac! approach. It is also felt that assessment should be related to the underlying issues in develo mental psychology and the type of kindergarten experiences provided for t t e child.Teachitrg the disadvatifaged chzld zti the preschool. Englewood cliffs, Criterion-referenced and norm-referenced assessment of minority group children.

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Assessment of the school readiness section of the early detection inventory: Preschool prediction across situational factors

Abrahamson¹,

Bell²

1979

Journal of School Psychology

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School readiness: Studies of assessment procedures and comparison of three types of programming for immature 5-year-olds

Cited by 6 publications

References 20 publications

Gesell's developmental testing: What purpose does it serve?

Gesell's developmental testing: What purpose does it serve?

Kindergarten entrance assessment: Is it worth the effort?

Assessment of the school readiness section of the early detection inventory: Preschool prediction across situational factors

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