This study examined the use of the Metropolitan Readiness Test (MRT) as a descriptor and predictor of children's abilities and competence in kindergarten through grade two. Four hundred and four children were assessed at kindergarten entry, grade one, and grade two with a variety of academic, cognitive, and social-emotional measures. The MRT demonstrated significant correlations (r = .36 to .68) with these criterion measures and was a strong predictor of children's social competence in early elementary school. The MRT was moderately correlated with and highly predictive of (r = .45 to .76) academic and cognitive tests administered in grades one and two. The results are discussed in terms of an ecological framework and address current issues in the field of early childhood education related to screening for the identification of children at risk for school failure.
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