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Relationships between chronological age, developmental age, and standardized achievement tests in kindergarten
Author(s) -
Freberg Laura
Publication year - 1991
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(199101)28:1<77::aid-pits2310280112>3.0.co;2-k
Subject(s) - psychology , test (biology) , developmental psychology , achievement test , academic achievement , standardized test , developmental age , mathematics education , paleontology , biology
Chronological age and developmental age have been used to identify readiness for kindergarten entrance. In the current research, chronological age and results of the Gesell School Readiness Test were evaluated as predictors of kindergarten performance as measured by the Stanford Achievement Test. Subjects were 284 children attending kindergarten in the San Luis Coastal School District during the 1986—1987 school year. Results indicate that both chronological and developmental age provide good predictors of Stanford Achievement Test performance in kindergarten. Implications of the current research for setting appropriate entrance policy were explored.