Abstract
The primary purposes of this study were to (1) ascertain the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance; (2) compare the results obtained by the traditional Matching Familiar Figures Test double median split classification procedure with results obtained by computing a linear score for each child which combined his MFF standard scores for latency and errors. Regardless of the classification procedure, conceptual tempo did not significantly influence reading achievement at the .05 level. When equated for kindergarten reading readiness scores, significant vocabulary and comprehension differences were not found for tempo, sex, or interaction. It was concluded that the conceptual tempo of kindergartners does not appear of utility in predicting their middle of first-grade reading performance.