Predicting First Grade Reading and Math Achievement: The Boehm Test of Basic Concepts and Other Kindergarten Screening Measures

Abstract

The primary purpose of this study was to investigate the predictive validity of the Boehm Test of Basic Concepts for reading and math achievement at mid-first grade. A secondary purpose was to examine certain other variables in a kindergarten screening program to determine the most significant predictive measures. The subjects for the study were 177 first graders and seven repeating kindergartners in a suburban school district. Prior to kindergarten entrance all 184 subjects were screened with the Boehm Test of Basic Concepts-form A and the Kindergarten Language-Screening Test. During January of their kindergarten year the Boehm Test of Basic Concepts-form B was administered. At the end of kindergarten all subjects took the Metropolitan Readiness Test-Level 11. Teachers, at mid-first grade, rated the original subjects on a one to five scale for reading and math achievement. Pearson product moment correlations revealed that the Boehm Test of Basic Concepts, form A and B, was a good predictor of reading and math achievement at mid-first grade. There was a slightly higher correlation with the reading rating as opposed to the math rating. A high correlation was found between both forms of the Boehm Test of Basic Concepts and the Metropolitan Readiness Test. Stepwise multiple regressions showed that the best prediction model for reading and math achievement at mid-first grade consisted of the Metropolitan Readiness Test Pre-Reading and Quantitative scores. These two variables accounted for 59% of the reading rating and 53% of the math rating variance. Results of the study indicate that the Boehm Test of Basic Concepts is a valid instrument for use as part of a kindergarten screening program.