Linguistic readiness connotations of the cognitive abilities test as compared to two selected language scales

The first grade teacher faces the dilemma of adapting group methods of instruction to meet the needs of individual children of widely different capacities, levels of maturity and various environmental backgrounds. Early dislike of reading and unnecessary frustration are less likely if formal reading instruction is delayed until a child has reached the necessary level of readiness. Thus, obtaining readiness information as early as possible to help determine individual abilities and limitations is of paramount importance to the classroom teacher. Children of low readiness status should be provided with a background for learning that would help ensure successful adjustment and later achievement.The purpose of this research is to investigate possible correlations between two basic language measures used by speech clinicians to determine language adequacy and a widely used classroom "readiness" test used for predicting readiness for first grade instruction. It is possible that these three scales are all basically global language measures that will tend to correlate rather closely and will essentially indicate a need for linguistic-skill remediation before formalized reading instruction is initiated.Thesis (M.A.