Center for the Advanced Study of Teaching and Learning, University of Virginia, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903, USA.
Dev Psychol. 2010 Sep;46(5):1008-17. doi: 10.1037/a0020104.
Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social skills or internalizing and externalizing behavior. We incorporated motor skills measures from 3 of the data sets and found that fine motor skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine motor skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone.
邓肯等人（2007 年）提出了一种新的方法，通过确定儿童在幼儿园入学前后发展的技能中哪些可以预测后期阅读和数学成绩，来确定幼儿园准备因素并量化其重要性。本文将邓肯等人的工作扩展到使用 6 个纵向数据集来确定幼儿园准备因素。他们的研究结果确定了幼儿园数学和阅读准备以及注意力是主要的长期预测因素，但没有发现社交技能或内化和外化行为的影响。我们从其中 3 个数据集纳入了运动技能测量指标，发现精细运动技能是后期成绩的另一个重要预测指标。使用其中一个数据集，我们还预测了后期科学成绩，并将对社会和物理世界的一般知识的早期测试纳入预测因素。我们发现，一般知识测试是迄今为止科学和阅读成绩的最强预测因素，对数学成绩的预测也有显著贡献，因此该测试的内容是另一个重要的幼儿园准备指标。总的来说，注意力、精细运动技能和一般知识是后期数学、阅读和科学成绩的总体预测因素，比早期数学和阅读成绩更为重要。
