School readiness is increasingly being recognised as major need in education as it has far
reaching consequences in a childâs educational and later life. Inadequate preparation and lack of
timeous identification of at risk factors in this phase of life has many negative sequaleae. The
literature has highlighted the role of prediction variables for scholastic achievement to facilitate
appropriate intervention. School readiness assessments have been criticised for a lack of
multidimensional assessment approach.
In contrast to previous studies, which are generally univariate in their approach, this
research aimed at a multidimensional approach to assessing at risk factors in grade 00 learners in
the age cohort (4-5 ½ years). A further aim was to investigate the predictor variables/isolate the
dimensions of development that would be linked to academic achievement in reading, spelling
and maths in grade 1. The behaviours underpinning eight developmental domains and 19
dimensions (indicated in brackets) namely, 1) Cognitive (Ability, Approaches to learning); 2)
Perceptual (Body awareness, Auditory, Spatial ability); 3) Speech (Speech, Language); 4)
Neurological (Fine motor, Gross motor, Low tone), 5) Emotional (Empathy, Emotional
Regulation, Self-confidence); 6) Social (Interpersonal competencies, Social regulation
behaviour, Social graces, Play); 7) Developmental (Concentration, Sensory) and 8)
Independence were identified in the form of a screening instrument (comprehensive version) for
assessment of grade 00 learners. Factor analyses reduced the total pool of 214 items to 100 on
the Comprehensive version of the test. A shortened version of the screening instrument was also
compiled, using 42 items. Cronbach α coefficientâs yielded high values (>0.7) indicating sound
reliabilities for the 19 dimensions and 8 domains.
A convenience sample of 579 grade 00 learners in Durban schools were evaluated on the
questionnaire by their teachers and parents in the first phase of the study. The same cohort were
followed up in grade 1 and assessed on South African standardised tests, the ESSI and VASSI in
spelling, reading and maths.
The results indicated that the domains of Cognitive, Perceptual, Speech and Language
displayed acceptable validity to predict academic achievement of grade 1 learners. The remaining domains, viewed as indirect variables, play an integral part in the childâs future
scholastic achievement. Results of a stepwise regression analyses showed that the combined
value of four predictor variables (Cognitive Ability, Social Regulation, Sensory, and Speech)
roughly contribute to 17% of the variance in academic achievement of Grade 1 learners.
As MANOVA analyses showed small effect sizes between the mean domain and
dimension scores for the two gender groups, norms were calculated for the entire sample in the
form of percentiles and stanines. The present research supports previous studies that show that
early cognitive, perceptual and speech and language are strong predictors of grade 1 academic
achievement.
The findings of the study have implications at policy and practice level for early
identification and intervention. It is suggested that the screening instrument be used to facilitate
curriculum goals at preschool level, that the predictor variables be targeted for intensive
intervention at preschool level and later schooling to ensure positive academic trajectories.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-07172013-161029 |
| Date | 17 July 2013 |
| Creators | Mohamed, Shireen Ahmed |
| Contributors | Prof KGF Esterhuyse, Dr RBI Beukes |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-07172013-161029/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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