Abstract
400 school records were randomly selected from school files, equally divided between boys and girls. Kindergarten Letter Recognition and Number Readiness scores were then correlated with subsequent first-grade achievement. Regression equations were developed for half of each sample and applied to the other half. This produced Calibration and Cross-validation samples for each sex. Although girls' means were significantly higher than boys' the magnitude of difference was not deemed psychologically relevant. Sex did not moderate the relationships between any predictor with any criterion. Letter recognition and number readiness predicted first-grade reading with similar accuracy. Finally, each criterion correlated only slightly higher with several predictors combined than it did with each predictor separately.
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