An analysis of a teacher-conducted composite approach to determining reading readiness

The purpose of the study was to investigate the hypothesis that a composite of predictor variables, selected according to pertinent research and entirely administered by public school personnel, would obtain a multiple correlation coefficient sufficiently high to make usable individual predictions of readiness for learning to read. Some 221 first grade students were tested in late August with a screening instrument that utilized twenty- three predictor variables grouped under five categories: (1) Overriding Readiness Influences, (2) Language-Intelligence Factors, (3) Motor Factors, (4) Factors of Neurological Organization, and (5) Motor-Perceptual Factors. In April, the entire sample was administered the Reading Comprehension subtest of the SRA Achievement Series, Form D. One hundred and eleven of the sample were randomly selected to furnish base data for an intercorrelation matrix; multiple correlations for All Categories of Readiness, and the categories of Ready, Immature, and Impaired; and multiple regression equations for All Categories of Readiness, and the categories of Ready, Immature, and Impaired. The multiple regression equations derived from the base sample were then cross validated with the 110 pupils not used in their derivation. [...]Education, College o