Relationship Between Language Skills and Academic Achievement in First Grade

Authors

Joseph W. Kastner, University of Mississippi Medical Center
Warren May, University of Mississippi Medical Center
Lee Hildman, University of Southern Mississippi

Document Type

Article

Publication Date

4-1-2001

Department

Educational Studies and Research

Abstract

The ability of scores on the Early Prevention of School Failure batter to predict Stanford Achievement Test scores was examined. Participants included 280 first-grade students who were administered the battery at the beginning of kinder garten and the Stanford Achievement Test at the end of first grade. Principal factor analysis based on the oblique rotation exhibited simple structure between scores on the Peabody Picture Vocabulary Test-Revised, the Preschool Language Scale, and the Stanford Achievement Test (verbal or language factor), with the Draw-A-Man test and the Developmental Test of Visual-Motor Integration-Revised loading on a separate factor (motor factor). Results suggest that language-based skills mere highly associated with later academic performance in school-aged children.

Publication Title

Perceptual and Motor Skills

Volume

92

Issue

2

First Page

381

Last Page

390

Recommended Citation

Kastner, J. W., May, W., Hildman, L. (2001). Relationship Between Language Skills and Academic Achievement in First Grade. Perceptual and Motor Skills, 92(2), 381-390.
Available at: https://aquila.usm.edu/fac_pubs/3914