The Early Reading Screening Instrument: a method for identifying kindergarteners at risk for learning to read

Abstract

This study was designed to provide speech-language pathologists and educators with a method for identifying children at risk for reading failure. The Early Reading Screening Instrument (ERSI) was given to 149 end-of-the-year kindergarten children. Half of the sample was tested 1 year later with standardized reading measures. Total ERSI scores from the kindergarten children strongly correlated with reading skills in first grade. Reading comprehension in first grade was the skill most strongly predicted by the subjects' total ERSI scores. The word recognition and invented spelling subtests of the ERSI were the best variables to be selected as predictors of first grade word analysis, word identification, and passage comprehension skills. A split-half reliability study of the ERSI showed that a shortened form could be used with the same degree of predictive validity. The ERSI or similar tools can be used to assess reading readiness in kindergarten children so that we can promptly begin an intervention to prevent or, at the very least, to diminish risk for reading failure. For screening reading readiness across different languages or cultures, the content of the four ERSI subtests can easily be modified.

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