The Minnesota Child Development Inventory (MCDI) was used to describe the developmental status of 59 children before the start of kindergarten. Three years later children were classified in one of four categories, based on the amount of supplemental reading instruction necessary during the three-year period. A number of variables from the MCDI were highly correlated with this continuum of difficulty in mastering reading, with parental report of the child's general development and knowledge of letters and numbers being most significant. Significant correlations with group achievement tests also were obtained. The findings should encourage the inclusion of parent reports by persons using or constructing preschool screening measures.
Get full access to this article
View all access options for this article.
References
1.
BellamyC.A predictive study of the relationships between preschool screening measure and school achievement in the primary grades. Unpublished doctoral dissertation, University of Minnesota, 1976.
2.
BondG.DykstraR.The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 1967, 2, 5–142.
3.
BowerE. M. (Ed.). Early screening programs. American Journal of Orthopsychiatry, 1978, 48, 1–186.
4.
ColliganR. C.Prediction of kindergarten reading success from preschool reports of parents. Psychology in the Schools, 1976, 13, 304–308.
5.
ColliganR. C.The Minnesota Child Development Inventory as an aid in the assessment of developmental disability. Journal of Clinical Psychology, 1977, 33, 162–163.
6.
ColliganR. C.O'ConnellE. J.Should psychometric screening be made an adjunct to the pediatric preschool examination?Clinical Pediatrics, 1974, 13, 29–34.
7.
Della PianaG. M.Reading diagnosis and prescription: an introduction. New York: Holt, Rinehart & Winston, 1968.
8.
EwertJ. C.GreenM. W.Conditions associated with the mother's estimate of the ability of her retarded child. American Journal of Mental Deficiency, 1957, 62, 521–533.
9.
IretonH.ThwingE.TheMinnesota Child Development Inventory. Minneapolis, MN: National Computer Systems, 1972.(a).
10.
IretonH.ThwingE.The Minnesota Child Development Inventory in the psychiatric-developmental evaluation of the preschool-age child. Child Psychiatry and Human Development, 1972, 3, 102–114.(b).
KelleyT. L.MaddenR.GardnerE. F.RudmanH. C.Stanford Achievement Test, Primary II. New York: Harcourt Brace Jovanovich, 1964.
13.
LowellR. E.Reading readiness factors as predictors of success in first-grade reading. Journal of Learning Disabilities, 1971, 4, 563–567.
14.
MeierJ. H.Prevalence and characteristics of learning disabilities found in second-grade children. Journal of Learning Disabilities, 1971, 4, 1–16.
15.
MeierJ. H.Developmental and learning disabilities: evaluation, management, and prevention in children. Baltimore: University Park Press, 1976.
16.
MyklebustH.The pupil rating scale: screening for learning disabilities. New York: Grune & Stratton, 1971.
17.
National Advisory Committee on Dyslexia and Related Reading Disorders. Reading disorders in United States, report of the secretary's (HEW). Bethesda, MD: National Institute of Health. Department of Health, Education, and Welfare, 1969.
18.
RogersD.A study of the prediction of kindergarten achievement from a preschool developmental inventory. Unpublished doctoral dissertation, University of Minnesota, 1975.
19.
SaxonS. A.Using mothers to screen for intelligence. Pediatric Psychology (Newsletter of the Society of Pediatric Psychology), 1975, 3, 28–29.
20.
YsseldykeJ.AlgozzineB.ShinnM.McGueM.Similarities and differences between underachievers and students labeled learning disabled: Identical twins with different mothers. (Research Report No. 13, Institute for Research on Learning Disabilities.) Minneapolis: University of Minnesota, 1979.
