This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)

Examined utility of tests for predicting academic achievement of impulsive and reflective first graders. Analyses revealed that for three of the five criterion variables, the optimal equations for predicting the achievement scores differed for impulsives and reflectives. With the same predictor scores, predicted achievement of impulsive and…

This study examined the prediction of reading achievement for 144 second-, third-, and fourth-grade children in classrooms differing in program openness. Intercorrelations of nine cognitive and personality variables were factor analyzed, and four components representing creativity, conceptual tempo, attitude, and intellectuality were extracted.…