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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
The Narrow View of Reading Promotes a Broad View of Comprehension
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Catts, Hugh W. – Language, Speech, and Hearing Services in Schools, 2009
Purpose: This article is a response to A. G. Kamhi's proposal of the narrow view of reading. Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention…
Descriptors: Reading Comprehension, Intervention, Speech Language Pathology, Cognitive Processes
The Relationship between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness
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Hogan, Tiffany P.; Catts, Hugh W.; Little, Todd D. – Language, Speech, and Hearing Services in Schools, 2005
Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding…
Descriptors: Correlation, Reading Skills, Student Evaluation, Instructional Effectiveness
Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-based Model and Its Clinical Implementation.
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Catts, Hugh W.; Fey, Marc E.; Zhang, Xuyang; Tomblin, J. Bruce – Language, Speech, and Hearing Services in Schools, 2001
This longitudinal study examined predictors of second-grade reading outcomes in kindergarten children (N=604). Findings indicated that five kindergarten variables uniquely predicted reading outcomes in second grade: (1) letter identification, (2) sentence imitation, (3) phonological awareness, (4) rapid naming, and (5) mother's education.…
Descriptors: Early Identification, Expressive Language, Grade 2, Kindergarten Children
The Early Identification of Language-Based Reading Disabilities.
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Catts, Hugh W. – Language, Speech, and Hearing Services in Schools, 1997
Reviews the language basis of reading disabilities and provides a checklist of language deficits frequently associated with reading disabilities. Areas assessed include: word retrieval, verbal memory, speech production, comprehension, expressive language, and speech sound awareness. The checklist is designed for early identification of reading…
Descriptors: Disability Identification, Early Identification, Expressive Language, Language Impairments
The Linguistic Basis of Reading Disorders: Implications for the Speech-Language Pathologist.
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Catts, Hugh W.; Kamhi, Alan G. – Language, Speech, and Hearing Services in Schools, 1986
The article discusses the linguistic basis for reading and reading problems, provides a model of reading and oral language processing, suggests that language deficits underlie many developmental reading disorders and stresses the role of the speech-language pathologist in identification, assessment, and remediation. (Author/DB)
Descriptors: Language Handicaps, Models, Reading Difficulties, Remedial Instruction
Facilitating Phonological Awareness: Role of Speech-Language Pathologists.
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Catts, Hugh W. – Language, Speech, and Hearing Services in Schools, 1991
The principles and techniques useful in designing a phonological awareness training program for children at risk for reading disabilities are discussed. The paper asserts that speech-language pathologists have the training, clinical expertise, and opportunity to play an integral role in such programs. (Author/JDD)
Descriptors: Elementary Education, High Risk Students, Language Acquisition, Phonology
Phonological Awareness and Written Word Decoding.
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Swank, Linda K.; Catts, Hugh W. – Language, Speech, and Hearing Services in Schools, 1994
This study, involving 54 first-grade children, found that correlations between decoding and phonological awareness were generally much higher than correlations obtained for measures of decoding and verbal and nonverbal intelligence. Several phonological awareness tasks identified good and poor decoders, with approximately 80-90% accuracy. (DB)
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Intelligence