The predictive validity of a kindergarten screener above demographic, ecological, and school variables

The purpose of the current study was to examine the predictive validity of the Developmental Indicators for the Assessment of Learning-Third Edition. The study used archival data from kindergarten through fourth grade students (n = 583) who were primarily of Asian or White and Non-Hispanic origin and of high socioeconomic status. Regression analyses were performed to examine the predictive validity of the DIAL-3 Area scores and DIAL-3 Total scores on early literacy and reading outcome measures. Area scores included scores on Motor, Concept, and Language tasks. Significant predictive validity was supported for the Concept Area score, the Language Area score, and the Total score. Results were supported on both early literacy and reading outcome measures. Regressions were then repeated with controlling variables. Several of the variables accounted for a significant proportion of variance, with the most prominent one being age at kindergarten entry. Concepts, Language, and Total scores continued to demonstrate significant predictive validity above and beyond controlling variables on both early literacy and reading outcome measures. The findings of this study validate the importance of kindergarten screeners and emphasize the importance of evidence-based test development.;Keywords: kindergarten screener, early literacy, reading, predictive validity.