ERIC Number: ED454628
Record Type: RIE
Publication Date: 2000-Sep
Reference Count: N/A
Preventing Reading Difficulties through the Early Identification of Children with Special Literacy Needs. PEER Literacy Resource Brief. PEER Project Literacy Series.
Searcy, L. Bill
This booklet identifies factors that may interfere with literacy development in young children and discusses the early intervention services that may prevent reading difficulties. It begins by emphasizing the importance of early identification of children with literacy needs. Child-, family-, and school-based factors that may indicate a child is at-risk for reading difficulties are then explained and include: (1) developmental delays associated with cognitive limitations, severe nutritional deficiency, very low birthweight, fetal alcohol syndrome, and lead poisoning; (2) chronic ear infections that may have caused temporary hearing loss; (3) early language impairment; (4) family history of reading difficulties; (5) the level of support given for literacy development; (6) the number of verbal interactions at home; (7) limited English proficiency; and (8) low-achieving schools that have low rates of student time on task, frequent classroom interruptions, very few academic tasks put before students, and too many "ditto sheets." The booklet closes with strategies for early identification of children with literacy needs and a list of recommended resources. (CR)
Descriptors: Biological Influences, Developmental Delays, Early Childhood Education, Early Identification, Early Intervention, Environmental Influences, Family Influence, Literacy, Predictor Variables, Reading Difficulties
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail: firstname.lastname@example.org; Web site: http://www.fcsn.org.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.
Note: Prepared by the PEER (Parents Engaged in Education Reform) Project. Based on "Preventing Reading Difficulties in Young Children"; see ED 416 465. For other PEER Literacy Resource Briefs, see EC 308 366-372.