Examination of Three Techniques for Identifying First-Grade Children At Risk for Difficulty in Word Identification with an Emphasis on Reducing the False Negative Error Rate.

Hurford, David P.; Potter, Tysha S.; Hart, Glen S.

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Peer reviewed

ERIC Number: EJ651833

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0270-2711

EISSN: N/A

Examination of Three Techniques for Identifying First-Grade Children At Risk for Difficulty in Word Identification with an Emphasis on Reducing the False Negative Error Rate.

Hurford, David P.; Potter, Tysha S.; Hart, Glen S.

Reading Psychology, v23 n3 p159-80 Jul-Sep 2002

Assesses 291 first graders on reading, intelligence, and phonological processing at the beginning and end of the academic year to determine the accuracy of three different approaches to identification. Determines the best procedure for identifying children at risk for reading difficulties before they received formal reading instruction. Concludes that accuracy of proactively identifying at-risk first-grade students can be quite good. (SG)

Descriptors: Comparative Analysis, Decoding (Reading), Early Identification, Early Intervention, Grade 1, High Risk Students, Primary Education, Reading Difficulties, Reading Instruction, Reading Research

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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