摘要：

This review provides a comprehensive examination of the longitudinal research on the preschool prediction of later academic achievement. A total of 74 studies published from 1973 to 1986 are considered with respect to both their methodological features and their substantive findings. Effective predictors were found to span cognitive, verbal, and perceptual/perceptual-motor areas of functioning in the preschool child, as well as behavioral and demographic factors. Predictive relationships varied according to the specific area of criterion performance assessed and the grade level when evaluated, and also in terms of when the initial testing was obtained. Overall, the research has succeeded in identifying a general set of preschool measures that should allow a gross discrimination of children who are likely to fall at the extremes of academic ability in early elementary school grades. More attention must be given to selected methodological issues if better discrimination is to be achieved. These are outlined, and the incorporation of a theoretical framework based on neurodevelopmental concepts is discussed.

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