Predicting reading achievement for Kindergarten boys and girls

This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.     

Consequences of Costa Rican teachers' attributions for students' failure

One hundred and fifty-five elementary teachers in San Jose, Costa Rica rated their expectancy of success, willingness to help, liking for, and evaluation of two students who were failing; one because of low ability, one because of insufficient effort. Significantly higher mean ratings on all four consequences were observed for the protocol describing the student who didn't try than for the protocol describing the student with low ability.     

Effects of structural features on word recognition development of hispanic and non-hispanic second graders

Reading and Writing - Do Hispanic and non-Hispanic second graders acquire knowledge ofstructural features of words in the same order and at the same rate? Doesthe order and rate of acquisition of...