Validation of the Gumpel Readiness Inventory for preschool children in Hong Kong.

Ho et al. (2013) translated the Gumpel Readiness Inventory into Chinese. They then checked if the new version gives steady scores and truly spots which Hong Kong preschoolers are ready for school.

Kids with typical development and kids with developmental delay took the test. The team compared the scores to other trusted measures.

The Chinese RI showed good reliability and validity. It told the two groups apart and lined up well with existing tools.

In short, the quick checklist works for local preschoolers.

Baker et al. (2005) did the same kind of job with the Chinese PEP-R for autistic preschoolers in Hong Kong. Both papers followed the same recipe: translate, test, report strong psychometrics.

Tiznobeik et al. (2025) repeated the drill for the Persian First Year Inventory. Together these studies build a set of ready-to-use Asian-language screeners.

Leung et al. (2014) looked at the next step: teaching readiness. Their KITS program lifted literacy and self-regulation in low-income preschoolers. Ting gives you the yardstick; C et al. show you can move the needle once you measure it.

You now have a free, five-minute Chinese checklist that flags red lights before kindergarten entry. Use it during intake, share results with parents in plain words, and re-test every term to show growth. Pair it with KITS-style teaching and you close the loop: screen, teach, screen again.