Responsive school mental health services require proactive family engagement at the outset of prevention and early intervention, particularly across key transition periods such as kindergarten. Universal screening for mental health is one important process within a school mental health framework to proactively engage families in a collaborative…

The present contribution aims at presenting an assessment tool (i.e., the TALK-assessment) built to evaluate the language development and school readiness of Italian preschoolers before they enter primary school, and its predictive validity for the children's reading and writing skills at the end of the first year of primary school. The early…

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary), and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

This study investigated the predictive validity of a dynamic assessment designed to evaluate later risk for reading difficulty in bilingual Latino children at risk for language impairment. During kindergarten, 63 bilingual Latino children completed a dynamic assessment nonsense-word recoding task that yielded pretest to posttest gain scores,…

The present study examined the technical adequacy of curriculum-based measures (CBMs) of early numeracy. Six 1-min early mathematics tasks were administered to 137 kindergarten and first-grade students, along with an omnibus test of early mathematics. The CBM measures included Count Out Loud, Quantity Discrimination, Number Identification, Missing…

This study examined the acceptability, reliability, and validity of the Arabic translated version of the Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS; Wolf & Denckla, 2005) for Jordanian students. RAN/RAS tests are a vital assessment tool to distinguish good readers from poor readers. These tests have been…

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…

This study investigated the psychometric properties of a group-administered early literacy measure, the Mountain Shadows Phonemic Awareness Scale (MS-PAS), using a kindergarten sample (N = 213). The MS-PAS was compared to the "Test of Phonological Awareness-Second Edition: Plus" (TOPA-2+). Results indicated excellent internal consistency…

First grade children in Israel were tested on the Wechsler Preschool Primary Scale of Intelligence (WPPSI); most were retested using measures of Reading and Arithmetic. Intelligence and achievement test scores were correlated to provide estimates of the predictive validity of the WPPSI. The Israeli WPPSI was highly valid for predicting school…

Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

Investigated the reliability- and criterion-related validity of 11 curriculum-based measures of early academic skills. Analysis of 30 first-grade students suggest that some measures displayed better reliability and validity than others. Discusses the measures' practical utility in light of their technical characteristics and the need for further…

Details a study designed to test whether it was possible to decrease the predictive validity of the Metropolitan Readiness Test when students were grouped for reading instruction. (FL)

Examined the predictive validity of the Gesell School Readiness Tests by correlating measured developmental age and performance in 151 first-grade students. Results show a positive relationship between developmental age and report card grades, modest predictive validity for standardized tests, and low validity for teacher judgment of first-grade…