Predicting Academic Difficulties: Does a Complex, Multidimensional Model Outperform a Unidimensional Teacher Rating Scale?

Abstract

The main objective of this study was to compare a multidimensional model (i.e., including social, cognitive, physical, behavioural, and language functioning) of academic readiness and a unidimensional teacher-rated screening questionnaire on the basis of accuracy in predicting future problems in children. The participants were 146 children (80 boys and 66 girls) living in disadvantaged communities in Ontario, Canada. Data were collected in junior kindergarten and at Grade 3. Constructs were assessed with multiple methods and multiple raters. Results for the multidimensional model indicated that social-behavioural functioning, and to a lesser extent, cognitive/language …