Document Type
Research Study
Publication Date
Spring 2018
Abstract
Students take different tests in Pre-K and Kindergarten to track their academic progress. For literacy skills, these tests are the Teaching Strategies GOLD, which is taken in Pre-K, and the FastBridge earlyReading, which is taken in Kindergarten. The objective of this report is to find the relationship between the Pre-K and Kindergarten tests and find which tests are the most important predictors of students overall success in Kindergarten. This study looked at students in three school districts: Princeton, Sartell-St. Stephen, and Sauk Rapids-Rice. The main things found in this research are the following:
- Regression models comparing the four Kindergarten subtests to the Pre-K Literacy Domain that is most closely related show that there is not a moderate relationship between the two tests.
- Regression models comparing the four Kindergarten subtests to the Kindergarten composite score show that there is a strong relationship between each of the four subtests and the composite score, with Letter Names having the strongest relationship.
- Logistic regression models show that “Identifies and Names Letters” and “Uses Letter-Sound Knowledge” are the two most significant Pre-K Literacy Domains in predicting if a student will be in low risk in Kindergarten.
- Logistic regression models show that all four Kindergarten subtests are significant predictors in whether a student will be in low risk in Kindergarten.
With this research, schools using these tests will have better knowledge of what test in Pre-K and Kindergarten are important to keep students on track to be successful in their literacy skills.
Recommended Citation
Chiantera, Jessica, "Early Reading Analysis" (2018). School District Data. 2.
https://repository.stcloudstate.edu/school_district_data/2
Included in
Applied Statistics Commons, Educational Assessment, Evaluation, and Research Commons, Statistical Models Commons
