Abstract:
The gene,nil purpose (If this thesis was to examine certain variables considered
to be associated with reading readiness in kindergarten children Twenty-four
children from a parent-funded parochial school i.n 5t Catharines. Ontaj-io were
exanlined in this study,
The children.'s reading readiness level, measured by the Test of Ea1'1y Reading
Ability (JERA:) and by teacher"s ratings was correlated with various cognitive
variables, These variables consisted (If a rough index of intelligence as measured by
the Peabody Picture Vocabulary Test - Revised CPPVT-Rl Form M, mean len.gth of
utterance (MUn, the sum of relative,. subordinate and coordinate clauses, the
!wmber of core statements children make when telling stories and a memory test. All
but the memory test related to at least one measure of reading readiness, Although
the memory test did not correlate significantly with reading readiness, the children
appeaj~ed to be sensitive to the stimulus set size in terms of their study time, In
addition. interi'uption in the interval between studying the stimuli and the ,reca1i test
had a negathre effect on pe.rfornlance and set size had a substantial effect 011
recognition performance,
The educational implications of these correlates of reading readiness are
discussed as weH as the implications for future research.
