Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
1984
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
Hugh McBride
Abstract
Purpose. The purpose of this study was to investigate the validity of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test (PLACE) in predicting academic school achievement in the early school grades; 1, 2, 3, and 4. Procedure. The primary relationship which was important to this study was the relationship between scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement in the early school grades; 1, 2, 3, and 4. This relationship was investigated through a comparison of scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement test scores obtained through the early school grades in the areas of reading, language, and math. The sample population for this study was comprised of 146 early grade pupils who were located throughout nine school districts in two counties in Northern California. Identification information was compiled on each subject who was included in this study. Information regarding name, age, sex, case number, program, location, and grade level were included. Assessment information regarding the subjects' score on PLACE and subsequent early school achievement scores in the areas of reading, language, and math was entered on a computer code sheet according to the pupil's case number. The data gathered on individual subjects facilitated the study of the relationship of each related factor to the primary question being investigated. The effect of age, gender, and preschool program of each subject was explored through statistical analysis using the Pearson Product Moment Coefficient of Correlation procedure. The relationship of early academic school achievement in the areas of reading, language, and math to scores attained on PLACE was explored in detail. Results. The results of this study indicated that a significant positive relationship exists between scores attained on PLACE and subsequent scores attained on early school academic achievement tests in the areas of reading, language, and math. The data collected support the conclusion that scores attained on PLACE predict early academic school achievement in reading, language, and math. The relationship between scores attained on PLACE and early academic achievement in reading, language, and math was significantly positive for 3 year olds, 4 year olds, and 5 year olds. The establishment of these positive relationships indicates that assessment in preschool can successfully predict early academic achievement in grades 1, 2, 3, and 4. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI
Pages
126
Recommended Citation
Basta-Brislain, Judy. (1984). The Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test: Predictive validity in relation to academic school achievement of early grade level boys and girls. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3041
Rights Statement
No Known Copyright. URI: http://rightsstatements.org/vocab/NKC/1.0/
The organization that has made the Item available reasonably believes that the Item is not restricted by copyright or related rights, but a conclusive determination could not be made. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.
