ERIC Number: EJ1039130
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 84
Long-Term Outcome of the Early Identification and Intervention of Reading Disabilities
Partanen, Marita; Siegel, Linda S.
Reading and Writing: An Interdisciplinary Journal, v27 n4 p665-684 Apr 2014
This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction.
Descriptors: Longitudinal Studies, Early Intervention, Literacy Education, Kindergarten, Cognitive Ability, Reading Skills, Grade 7, At Risk Students, Scores, Word Recognition, Alphabets, Phonological Awareness, Naming, Short Term Memory, Language Skills, Grade 1, Instructional Effectiveness, Reading Instruction, Disability Identification
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 1
Authoring Institution: N/A