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ERIC Number: ED405563
Record Type: Non-Journal
Publication Date: 1997-Mar-25
Pages: 28
Abstractor: N/A
Reference Count: N/A
Early and Later Prediction of Reading Disabilities.
O'Connor, Rollanda E.; Jenkins, Joseph R.
A study worked toward designing a small set of phonological, letter, and memory tasks that would allow teachers and other school personnel concerned with early intervention in reading to reliably identify children likely to develop reading disabilities (RD). A total of 446 kindergarten children from diverse geographic (west and east coasts), community (urban/rural), and economic (middle/low socioeconomic status) conditions were tested and followed through first grade. The strategy involved: (1) establishing selection measures and scoring criteria; (2) testing the parameters on a new cohort of children from a different geographic location, socioeconomic level, and ethnicity; (3) exploring the relative accuracy of RD predictors gathered in kindergarten and at the beginning of first grade; and (4) testing the contribution to RD prediction of including a measure of dynamic segmentation in which children received varying levels of prompts. Discriminant analysis based on a small set of predictors gathered in kindergarten or early first grade yielded high hit rates in distinguishing children who exhibited an RD profile at the end of first grade. Measures taken early in first grade were more accurate discriminators of future RD than were measures taken later in kindergarten, which in turn were more discriminating than measures taken early in kindergarten. Whereas phonemic segmentation and rapid letter naming qualified as primary discriminators of RD at all three screening windows, three other tasks were primary discriminators at some but not other screening windows. (Contains 24 references, 4 tables, and 5 figures of data. Two kindergarten tests are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A