Characteristics of Children with Poor Readiness for Kindergarten: An Exploratory Study.
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| Title: | Characteristics of Children with Poor Readiness for Kindergarten: An Exploratory Study. |
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| Authors: | Stormont, Melissa (AUTHOR), Frey, Andy J. (AUTHOR), Reinke, Wendy M. (AUTHOR), Herman, Keith C. (AUTHOR), Chen, Xiuhan (AUTHOR) |
| Source: | Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p956-979. 24p. |
| Subjects: | Readiness for school, Academic ability, Parenting, Medical screening, Teacher effectiveness, At-risk behavior, Behaviorism (Psychology), Early childhood education |
| Abstract: | Universal screening measures have shown promise for identifying young learners who need additional support. Kindergarten marks an important transition and opportunity to identify and support learners who are struggling in their readiness across academic and/or social behavioral domains. This study explores the relationship between children's readiness composites on the Kindergarten Academic and Behavioral Readiness Screener (Stormont et al. in J Posit Behav Interv 17:69–82, 2015) at the beginning of kindergarten, and outcome variables include academic abilities, disruptive and aggressive behavior, teacher comfort and contact with parents, parental volunteering and involvement, and teachers' use of praise and reprimands. Nineteen kindergarten teachers and 350 of their students were the participants in this study. Kindergarten teachers completed the screener in the fall of children's kindergarten year, and academic abilities, disruptive and aggressive behavior, teacher comfort with parents, parental involvement, and teachers' use of reprimands were assessed at the beginning and end of the children's kindergarten year. Multilevel modeling was used to control for nested effects in linear regression analyses. The results demonstrate that students who are identified as having combined readiness risk were at greater risk than students who are at risk in the academic or social behavioral domain alone for numerous outcomes. The current study advances the literature on kindergarten readiness. This simple, quick, and free universal screening of kindergarten readiness after the transition to kindergarten could inform which children need support for improving their readiness. Screening for children rated as poor on their academic and social behavior readiness would be an important step in supporting children in their transition. Teachers may also need support for children with readiness risk given their perceptions of their own comfort working with families of children with readiness concerns. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Universal screening measures have shown promise for identifying young learners who need additional support. Kindergarten marks an important transition and opportunity to identify and support learners who are struggling in their readiness across academic and/or social behavioral domains. This study explores the relationship between children's readiness composites on the Kindergarten Academic and Behavioral Readiness Screener (Stormont et al. in J Posit Behav Interv 17:69–82, 2015) at the beginning of kindergarten, and outcome variables include academic abilities, disruptive and aggressive behavior, teacher comfort and contact with parents, parental volunteering and involvement, and teachers' use of praise and reprimands. Nineteen kindergarten teachers and 350 of their students were the participants in this study. Kindergarten teachers completed the screener in the fall of children's kindergarten year, and academic abilities, disruptive and aggressive behavior, teacher comfort with parents, parental involvement, and teachers' use of reprimands were assessed at the beginning and end of the children's kindergarten year. Multilevel modeling was used to control for nested effects in linear regression analyses. The results demonstrate that students who are identified as having combined readiness risk were at greater risk than students who are at risk in the academic or social behavioral domain alone for numerous outcomes. The current study advances the literature on kindergarten readiness. This simple, quick, and free universal screening of kindergarten readiness after the transition to kindergarten could inform which children need support for improving their readiness. Screening for children rated as poor on their academic and social behavior readiness would be an important step in supporting children in their transition. Teachers may also need support for children with readiness risk given their perceptions of their own comfort working with families of children with readiness concerns. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-025-09590-y |
