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The McCarthy scales of children's abilities as a predictor of reading readiness and reading achievement
Author(s) -
Massoth Neil A.,
Levenson Richard L.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198207)19:3<293::aid-pits2310190305>3.0.co;2-5
Subject(s) - psychology , reading (process) , developmental psychology , test (biology) , achievement test , academic achievement , perception , cognition , standardized test , mathematics education , linguistics , paleontology , philosophy , neuroscience , biology
The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty‐three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual‐Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilities.